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MEDIA UTILIZATION AS PERCEIVED
BY CLASSROOM TEACHERS
By
HENRY EUGENE PAYNE ~
Bachelor of Science
Oklahoma State University
Stillwater, Oklahoma
1973
Submitted to the Faculty of the Graduate College , of the Oklahoma State University
in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE
July, 1975
//Jest's ltf7:5
-p 3"'1!:. /?··} I
cc.ip .. '.1. .
MEDIA UTILIZATION AS PERCEIVED
BY CLASSROOM TEACHERS
Thesis Approved:
__!!__ T~eri'dv. iser ~£ >(}lfL_/~
Dean of the Graduate College
ii
OKtAHON\A STATE UNIVERSITY
LISRARY
OCT 23 1975
PREFACE
This study is concerned with the educational media utilization
practices by selected teachers employed in Payne County, Oklahoma. The
primary objective is to describe the utilization of educational media
as perceived by the selected teachers. Totten's and Fulton's Evalua
tive Checklist, in revised form, was used to acquire the perceptions
of the selected teachers as related to the criteria set up in the Evalu
ative Checklist.
The author wishes to express his appreciation to his major adviser,
Dr. Kenneth L. King, for his guidance and assistance throughout this
study. Appreciation is also expressed to the other connnittee members,
Dr. Gene L. Post and Dr. Bill F. Elsom, for their invaluable assistance.
A note of thanks is given to the superintendents, the principals,
and the selected teachers involved in this study for their cooperation
in conducting the survey of educational media utilization. Thanks are
also extended to Mrs. Linda Baker for her assistance in the typing of
the final copy.
Finally, special gratitude is extended to my parents, Carl and
Helen, for their encouragement and financial assistance, without which
this study would not have been conducted.
iii
TABLE OF CONTENTS
Chapter
I. INTRODUCTION TO THE STUDY.
Rationale ..... . Statement of the Problem. Purposes of the Study . Research Questions ... Operational Definitions Population. . • . . Assumptions and Limitations
II. A REVIEW OF SELECTED LITERATURE.
III. :METHODOLOGY .....
Data Collection Procedures. Data Analysis Procedures ..
IV. ANALYSIS AND EVALUATION OF DATA RELATED TO UTILIZATION OF EDUCATIONAL :MEDIA . . . . . . . . . . . . . .
Evaluation of General Media Utilization Practices Evaluation of Educational Television Utilization
Practices . . ............... . Evaluation of Teaching Machines and Programmed
Learning Materials Utilization Practices. Recordings Utilization Practices ...... . Opaque Materials Utilization Practices ... . Overhead Transparencies Utilization Practices Slides Utilization Practices ....... . Filmstrips Utilization Practices ..... . Motion Picture Films Utilization Practices.
V. SUMMARY, CONCLUSIONS, AND RECOM:MENDATIONS.
Summary .... Major Findings. Conclusions .. Recommendations
A SELECTED BIBLIOGRAPHY . .
iv
Page
1
1 1 2 2 2 3 3
5
12
12 12
14
14
21
35 43 55 63 68 72 77
90
90 90 91 94
95
Chapter Page
APPENDIX A - EVALUATIVE CHECKLIST . . . . . . . . . . . 98
APPENDIX B - COMPOSITE OF EDUCATIONAL MEDIA UTILIZATION PRACTICES. . . . . . . . . . . . . . . . . . . . . . 115
APPENDIX C - COMPOSITE FOR MEANS, MEDIANS, AND MODES FOR EDUCATIONAL MEDIA UTILIZATION PRACTICES. . .... 119
APPENDIX D - COMPOSITE FOR CLARIFICATION RESPONSES OF EDUCATIONAL MEDIA UTILIZATION PRACTICES ........ 123
v
LIST OF TABLES
Table Page
I. General Media Utilization Practices 15
II. Mean, Median, and Mode for General Element A. 17
III. Mean, Median, and Mode for General Element B. 19
IV. Clarification Responses for General Element B 20
v. Educational Television Utilization. 22
VI. Mean, Median, and Mode for Element I-A. 23
VII. Clarification Responses for Element I-A 24
VIII. Mean, Median, and Mode for Element I-B. 26
IX. Clarification Responses for Element I-B 28
x. Mean, Median, and Mode for Element I-C. 30
XI. Clarification Responses for Element I-C 31
XII. Mean, Median, and Mode for Element I-D. 33
XIII. Clarification Responses for Element I-D 34
XIV. Teaching Machines and Programmed Learnings Materials Utilization ....... . 36
XV. Mean, Median, and Mode for Element II-A 38
XVI. Clarification Responses for Element II-A. 39
XVII. Mean, Median, and Mode for Element II-B. 41
XVIII. Clarification Responses for Element II-B 43
XIX. Recordings Utilization 44
XX. Mean, Median, and Mode for Element III-A 46
XXI. Clarification Responses for Element III-A. 47
vi
Table Page
XXII. Mean, Median, and Mode for Element III-B. 49
XXIII. Clarification Responses for Element III-B 51
XXIV. Mean, Median, and Mode for Element III-C. 53
xxv. Clarification Responses for Element IIT-C 54
XXVI. Opaque Materials Utilization. 57
XXVII. Mean, Median, and Mode for Element IV-A 58
XXVIII. Clarification Responses for Element IV-A. 59
XXIX. Mean, Median, and Mode for Element IV-B . 61
xxx. Clarification Responses for Element IV-B. 62
XXXI. Overhead Transparencies Utilization 63
XXXII. Mean, Median, and Mode for Element V-A. 66
XXXIII. Clarification Responses for Element V-A 67
XXXIV. Slides Utilization. . 68
xxxv. Mean, Median, and Mode for Element VI-A 70
XXXVI. Clarification Responses for Element VI-A. 72
XXXVII. Filmstrips Utilization. 73
XXXVIII. Mean, Median, and Mode for Element VII-A. 75
XXXIX. Clarification Responses for Element VII-A 76
XL. Motion Picture Films Utilization. 77
XLI. Mean, Median, and Mode for Element VIII-A 79
XLII. Clarification Res pons es for Element VIII-A. 81
XLIII. Mean, Median, and Mode for Element VIII-B 83
XLIV. Clarification Responses for Element VIII-B. 84
XLV. Mean, Median, and Mode for Element VIII-C 87
XLVI. Clarification Responses for Element VIII-C. . 88
vii
Table Page
XLVII. Composite of Educational Media Utilization Practices. 116
XLVIII. Composite for Means, Medians, and Modes . . . . . . . 120
XLIX. Composite fDr Clarification Responses of Educational Media Uti liza ti on Practices . . . . . . . . . . . . . . 124
viii
Figure
1.
LIST OF FIGURES
Profile of High and Low Utilization of Elements of Educational Media .....•..........
ix
Page
92
CHAPTER I
INTRODUCTtON TO THE STUDY
Rationale
Competency in instructional media for teacher certification has
been a requirement in the State of Oklahoma since September of 1971.
Prior to this period no media courses were required, but they were avail
able as elective courses at some teacher training institutions.
The addition of a media requirement for certification has not
assured teachers they can perceive themselves as high users of media.
But several factors may enter into some teachers' perceptions as low
users of media.
It was the intent of this study to have teachers classify them
selves as either high or low users of media. If the teachers perceive
themselves as low users of media, then one of the following three
factors will be indicated as the cause for their low utilization of
media: 1) It was not taught at the institution where their under
graduate degree was obtained, 2) The equipment is not available to
them, or 3) The teachers do not see an advantage to using media.
Statement of the Problem
The problem undertaken by the study was to identify teachers as
either high or low users of media on the basis of their own self-per
ceptions.
1
2
Purposes of the Study
There were two purposes to this study. The first purpose was to
see how teachers who have completed the media competency requirement
for certification perceive themselves as users of media in their teach-
ing situation. The secondary purpose was to provide some information
as to why some of these teachers see themselves as either high or low
users of media.
Research Questions
1. Do classroom teachers perceive themselves as low users of media
on the evaluative instrument?
2. If classroom teachers perceive themselves as low users of media
on the evaluative instrument, will they indicate "It was not taught at
the institution where my undergraduate degree was obtained," as the
reason for their low perceptions?
3. If classroom teachers perceive themselves as low users of media
on the evaluative instrument, will they indicate "The equipment is not
available to me," as the reason for their low perceptions?
4. If classroom teachers perceive themselves as low users of media
on the evaluative instrument, will they indicate "I do not see an ad-
vantage to using media," as the reason for their low perceptions?
Operational Definitions
<~
l Educational Media. This broad term shall mean all equipment and
materials traditionally called audio-visual materials and all of the
newer media such as television, overhead projectuals, and programmed
materials. Likewise, the terms media, instructional media, and
educational media shall be used interchangeably to mean both instruc-
tional equipment and instructional materia'!::J
High Users of Media. They will be those teachers whose responses
on the evaluative instrument are seven (7) or higher.
12E. Users of Media. They will be those teachers whose responses
on the evaluative instrument are six (6) or lower ..
r-- Evaluative Checklist. This is the instrument to be used for I
evaluating the use of educational media by the teachers. It was
developed by Herman L. Totten and W. R •. Fulton of the University of
Oklahoma and revised by Kenneth L. King and this author of Oklahoma
3
State University. A copy of the instrument is included in Appendix ~j
Population
The population of the study consisted of teacher education gradu-
ates from Oklahoma State University since September of 1972 who are
employed in Payne County, Oklahoma, as teachers. The study group was
comprised of 34, 26 of which responded.
Assumptions and Limitations
The selection of the study group consisted of a definite and pre-
cise group of teacher education graduates within the past two years
from Oklahoma State University who are employed as teachers in Payne
County, Oklahoma. They all have had the basic media utilization course.
The nature of the group itself is a limitation because it cannot be
assumed that the basic media utilization course taught at other col-
leges and universities is the same as the one at Oklahoma State Uni-
versity. For this reason, other similar populations may not have had
the same type and amount of exposure to media. Also, it cannot be
assumed that other counties will have the same type of educational
environment as Payne County, Oklahoma.
4
The Evaluative' Checklist is an instrument for recording the ways
teachers are willing to describe their media utilization practices.
With assurances of confidentiality, it is assumed that most teachers
will describe their utilization practices of media with relative candor.
CHAPTER II
A REVIEW OF SELECTED LITERATURE
The purpose of teacher education programs is and has been that
of preparing the teachers of tomorrow today. Teachers that will, in
some instances, prepare future teachers. One kind of preparation pre-
service teachers receive is the exposure to different types of learning
theories.
{(>ne such theory is B. F. Skinner's programmed approach to educa-
tion, using S-R type associationism. To put their programmed instruc-
tion into practice the teachers must first define explicitly what they
want the students to learn. Next, the teachers make up programs of
questions and answers, organizing the material to be learned into a
logical series of small steps. Then each student is encouraged to
proceed through the sequence at his or her own rate (Biehler, 19742_j
fAnother learning theory the pre-service teachers could be exposed
to is that of Jerome Bruner's cognitive-field theory. Bruner starts
with the assumption that psychologists should be concerned with both
, the overt behavior and the underlying mental processes that cause
behavior. Bruner views learning as either the changing of old ideas
and perceptions leading to new insights, or the gaining of new insights.
Thus, learning is encouraged by the way the field-theorists arrange the
environment, although they do not control learning (Bruner, 1966~
5
6
f f 'Benjamin S. Bloom developed a taxonomy of educational objectives
in 1956, which classified learning into three domains - cognitive,
affective, and psychomotor. The cognitive domain pertains to the
gathering of information, the affective domain deals with attitudes and
values, and the psychomotor domain relates to the acquisition of skills
(Biehler, 1974). Bloom's three domains of learning have been integrated
with three types of teaching processes - teacher alone, interaction
between student and teacher and student and student, and student alone.
For each situation materials, equipment, and environmental conditions
are available that can most effectively facilitate learning (Brown,
Lewis, and Harcleroad, 1973)_j
/' \The cone of experience is another type of learning theory that
might guide the pre-service teachers in selecting the appropriate teach-
ing method. The cone has eleven experiences, or types of instructional
materials that will provide these experiences, and is divided into
three modes of learning according to the degree of concreteness each
provides. These three modes of learning are the enactive mode of
learning (or learning by doing), the iconic mode of learning (or learn-
ing through observations), and the symbolic mode of learning (or learn-
ing through abstractions). By using the cone, one may suggest the
appropriate method for teaching an abstract concept in relation to the
child's needs and abilities at a given time (Dale, 1969.2J
-· \Learning theories are just that, theories. Some have worked
effectively, while others have not worked even when used in similar
situations. For this reason, pre-service teachers are exposed to dif-
ferent theories so that they may realize that there is no one way to
7
teach. It is up to pre-service teachers to experiment, refine, or
even develop a theory that works for them and that they feel comfortable
with. \ ,.___
rThe use of instructional media is relatively new when compared
to other types of learning theories or teaching methods. The Oklahoma
State Department of Education in 1971, for the first time, required a
competency in instructional media for teacher certification in the
state of Oklahoma. Colleges and universities in Oklahoma that had
teacher education programs had to develop some type of instruction for
pre-service teachers to acquire this competency by September of 1971
(Oklahoma State Department of Education, 1971). At Oklahoma State Uni-
versity an existing course (Curriculum and Instruction Education 3122)
was designated to fulfill this requirement. _.J
fColleges and universities recognize the importance of offering
media training to their students, even though formal classwork is not
required in some states (Richison, 1972). Recognition, however, is not
enough. Many colleges and universities fail to give the needed support
to their media programs in order for them to be properly run (Allen,
1972). Kennard (1973) found that the present structure of audio-visual
courses is either an equipment operation course or in the development
of other areas of media competency, they fail completely to meet the
objectives...:J
f As with any other type of learning theory, the use of instruc-
tional media can be taught in the pre-service teachers' undergraduate
preparation. Once pre-service teachers graduate and begin to teach,
many things may determine their choice of learning theories. The amount
of professional training and previous academic training or experiences
8
in media seem not to affect teachers' attitudes toward media. The
number of years teaching experience the teacher has is more of an
influence on teachers' attitudes (Lasher, 1971). Also, when compared
to teachers with no training in media, it is not significant whether
the teachers' training in media is of the pre-service or of the in-
service variety (Brookens, 1970). In-service education is an effective
way to raise teacher usage of media for both the teacher with training
in media and the teacher without training (Massaro, 1972). The newer
the teachers are, the more they tend to use media and the higher their
attitudes toward media are (Brookens, 1970; Lasher, 1971~
~ny problems face teachers as they go out into the schools to
teach, especially in the area of media. One such problem is that of
the availability of media equipment. Many types of media, such as
television receivers, video tape recorders, opaque projectors, 8 milli-
meter motion picture projectors, filmstrip projectors, and 2" by 2"
slide projectors are rarely used due to their almost exclusive non-
availability (Nicosia, 1973). Schools that do have some of these types
of media have them in such an insufficient number that the scheduling
of their use discourages many teachers from trying to use them (Bilchik,
1968):_)
(Physical facilities is another problem that might prohibit teachers
from using various media. Most classrooms as they now exist are inade-
quate for the utilization of a wide variety of media (Nicosia, 1973;
Hardaway, 1969; King, 1969). However, new classrooms are generally
better equipped than older classrooms for utilizing a wider range of
media (King, 1969J_j
f~eparation time is also an important factor in the usage of
media, as it is in any aspect of teaching. Teachers do not feel that
this ~d of preparation time is a major obstacle to media usage, but
principals do feel that it is (Guedry, 1972). Perhaps teachers are
better trained in the use of media than their principals believe_j
JThe selection process in media is another extremely important
phase in the proper utilization of media. Selection is the teachers'
9
personal choices of the type of media they feel is most appropriate for
teaching a certain concept. Many factors appear to influence this
selection. Females tend to use media more often and in a wider range
than do male teachers. Also, teachers with advanced degrees tend to
use media more often than do teachers with undergraduate degrees (Guedry,
1972). On the basis of subject area, special education teachers use a
wider range of media and use media more often than teachers in other
subject areas. Following special education teachers in the utilization
of media are elementary teachers, and following elementary teachers are
junior and senior high school teachers. Also, teachers who teach
elective subjects tend to use media more often than do teachers who
teach required subjects (Guedry, 1972). The operation, or the knowledge
of operation, of the various types of media equipment is also a factor
in the selection of the types of media to be used. Teachers tend to
select those types of media they know how to operate as opposed to many
newer types of media they have not learned to operate (Hardaway, 1969;
Larie, 1973~
f undergraduate training in or the exposure to instructional media
is not what it should be. A wide range of learning experiences in the
area of media is not available to the undergraduate level (Richison,
10
1972). However, a few things seem to be true in relation to media
program quality and media utilization. For example, it appears to be
true that media programs are more effective when faculty and administra-
tion are committed to the provision and services of the media program
(King, 1969). There also appears to be a positive relationship between
teacher utilization of media and a well-established media program
(Nicosia, 1973). A relationship between the quality of the media pro-
gram of the teacher training institutions and the level of the media
competencies obtained by their teacher graduates seem apparent. That
is, teacher training institutions with higher quality media programs
graduated teachers with higher levels of media competency (Kennard,
1973). Lastly, there appears to be a positive relationship between
high teacher utilization of media and the local school system providing
the needed types of media (Hardaway, 19692._J
{liniversal agreement cannot be reached upon the number of com-
petencies or how these competencies should be attained (de Kieffer and
de Kieffer, 1970). Rome (1973) did find undergraduate methods in-
structors, audio-visual instructors of secondary education majors, and
high school principals did agree upon 41 out of a list of 51 media
competencies that teachers should possess. Not only did these three
groups agree to the number of competencies, they also agreed that the
most appropriate instructional format for 35 out of these 41 competencies
in media was the basic audio-visual survey coursej ~
r: \Notable changes and considerable progress have been made in the
past two decades. Yet, a great deal remains to be accomplished in the
future. In education, the technological developments are already avail-
able to help meet critical and urgent problems of teaching and learning
11
but have not been applied (de Kieffer and de Kieffer, 1970). Radvak
(1968) feels teachers are anxious and fearful toward media, and that
while modern educational technology increases the teachers' capacity
for making choices relating to media, it does so without increasing
the teachers' ability to choose wisely. Perhaps this is why teachers
tend to rely upon media they are familiar in the area of making use of
media (Larie, 19732.J
)Researchers in the area of instructional media seem to agree that
not enough research is done in their area. Study after study repeatedly
points up the need for more follow-up evaluations to verify or evaluate
some facet of media research. Bilchik (1968), Williams (1969), and
Sanner (1971) are just a few who have voiced such a need for further
research. It is the intent of this paper to provide another part of
research in media-.:_i
This study will be a survey of utilization practices by teacher
education graduates from Oklahoma State University since September of
1972. This date is one year after the media competency requirement
went into effect. The teachers to be surveyed will be presently
employed in Payne County, Oklahoma as teachers; and they all will have
had completed the basic audio-visual course required for teacher certifi-
cation (Curriculum and Instruction Education 3122). The survey will
consist of a questionnaire asking the teachers how they perceive their
own utilization of instructional media.
CHAPTER III
METHODOLOGY
Data Collection Procedures
The superintendents of each of the districts in Payne County in
volved in the survey were contacted. The study was explained to these
superintendents and their cooperation was asked for.
The principals of each of the schools involved in the study were
contacted after permission to run the study had been received from the
superintendents. The Evaluative Checklists were given to the principals
of the schools where the various teachers were employed in Payne County,
Oklahoma. The principals ·were asked to distribute the instrument to
the test group (34), and the teachers were to return the completed
instrument to the principals. The completed checklists were picked up
from the principals approximately one week after distribution.
Data Analysis Procedures
Three common measures of central tendency and frequency distribu
tions were used to analyze the data. These three measures were the
mode, the median, and the mean.
The mode is that value on each question which is associated with
the greatest frequency. The terms bimodal and unimodal refer to the
number of modes each question has.
12
13
The median is that value on each question which divides the dis
tribution into halves that are equal with regard to the sum of the
frequencies in each. The median is the midmost score when the number
of scores is odd, and the value halfway between the two midmost scores
when the number of scores is even.
The mean is that value on each question which divides the dis
tribution into halves that are equal with regard to the sum of the
weighted frequencies in each. To compute the mean, add up all the
scores and then divide by the number of scores.
The frequency distributions are graphs or tables in which values
on th.e question of interest are plotted along the verticle axis and the
frequency is plotted along the horizontal axis.
The mode, the median, and the mean were calculated and a frequency
distribution computed for each question. A composite using the mean
scores were also made for the ·entire questionnaire.
CHAPTER IV
ANALYSIS AND EVALUATION OF DATA RELATED TO
UTILIZATION OF EDUCATIONAL MEDIA
The purpose of Chapter IV is to present an analysis and evaluation
of data obtained from selected teachers employed in Payne County, Okla
homa public schools concerning these teachers' educational media utili
zation practices. An analysis and evaluation of each media utilization
element included in the scope of the study will be presented.
The evaluation of the selected teachers employed in Payne County,
Oklahoma public schools media utilization practices is organized around
nine major aspects of utilizing educational media in teaching: (1) Gen
eral, (2) Educational Television, (3) Teaching Machines and Programmed
Learning Materials, (4) Recordings, (5) Opaque Materials, (6) Overhead
Transparencies, (7) Slides, (8) Filmstrips, and (9) Motion Picture Films.
Evaluation of General Media Utilization Practices
The General Section of the Evaluative Checklist contains two educa
tional media utilization elements relating to general media utilization
practices of the selected teachers in Payne County, Oklahoma. An evalu
ation of the two educational media utilization elements relating to the
General Section of the Evaluative Checklist is presented here. The per
centage of teachers judged by the Evaluative Checklist as being at each
of the four ranges of media utilization practices is shown in Table I.
14
15
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing the
Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by King and Payne appear in Appendix A.
TABLE I
GENERAL MEDIA UTILIZATION PRACTICES
Teachers Responding in Each Area
Media Utilization Element
General Element A: The Role of Educational Media in Instruction
~
General Element B: Provisions for Inservice Education in the Use of Educational Media
1 - 3
0%
35%
General Element ~: The Role of Educational
Media in Instruction
4 - 6 7 - 9 10 - 12
0% 69% 31%
27% 35% 3%
General Element A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the role of educational media in instruction. Cri-
teria that were used as a basis for the evaluation of this element of
utilization of educational media by teachers employed in Payne Councy,
16
Oklahoma appear in Appendix A. Table I shows the percentage of teachers
which were judged by their own responses on the Evaluative Checklist as
being in the I never use educational media as a means of improving in-
struction (or 1 to 3) range, I rarely use educational media even though
they might contribute to the clarity of a particular lesson (or 4 to 6)
range, I make occasional use of educational media when they contribute
to the clarity of a particular lesson (or 7 to 9) range, and I make ex-
tensive use of educational media when they contribute to the clarity of
a particular lesson (or 10 to 12) range of educational media utilization.
Table I shows that 0 per cent of the respondents judged their
utilization of educ.ational media as being in the 1 to 3 range of educa-
tional media utilization. Zero per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Sixty-nine per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range of educational media
utilization. Thirty-one per cent of the respondents judged their f
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for General Element A of the Evaluative Checklist. Table II shows the
mean, median and mode for General ·Element A of the Evaluative Checklist.
Table II shows the mean score for General Element A of the Evalua-
I tive Checklist was 8. 7, putting the mean in the 7 to 9 range of educa-
tional media utilization. The median for General Element A of the
Evaluative Checklist was 8, putting the median in the 7 to 9 range of
educational media utilization. The mode for General Element A of the
Evaluative Checklist was 8, putting the mode in the 7 to 9 range of
educational media utilization.
TABLE II
MEAN, MEDIAN, AND MODE FOR GENERAL ELEMENT A
Media Utilization Element
General Element A: The Role of Educational Media in Instruction
Mean Median
8.7 8
Mode •
8
17
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilizatio~ to
indicate why they judged their utilization of educational media as they
did. These two ranges are the I never use educational media as a means
of improving instruction (or 1 to 3) range and the I rarely use educa-
tional media even though they might contribute to the clarity of a
particular lesson (or 4 to 6) range of educational media utilization.
The criteria the respondents were asked to use, in Appendix A, are:
(A) it was not taught at the institution where their undergraduate
degrees were obtained, (B) the equipment is not available to them, and
(C) they do not seen an advantage of using educational media.
Table I shows that none of the respondents judged their utilization
of educational media to be in the above two lower ranges of educational
media utilization for General Element A of the Evaluative Checklist.
18
Therefore, General Element A of the Evaluative Checklist has no data
indicating why the respondents judged their utilization of educational
media as they did.
General Element ~: Provisions for Inservice
Education in the Use of Educational Media
General Element B of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers feel the
criteria relating to the provisions for inservice education in the use
of educational media are met. Criteria that were used as a basis for
the evaluation of this element of utilization of educational media by
teachers employed in Payne County, Oklahoma appear in Appendix A.
Table I shows the percentage of respondents which were judged by their
own responses on the Evaluative Checklist as being in there is never
inservice education in the use of educational media or new instructional
devices (or .1 to 3) range, there is rarely inservice education in the
use of educational media or new instructional devices (or 4 to 6) range,
there is occasional inservice education in the use of educational media
or new instructional devices (or 7 to 9) range, and there is frequent
inservice education in the use of educational media and instructional
devices (or 10 to 12) range of educational media utilization.
Table I shows that 35 per cent of the respondents judged their
utilization of educational media as being in the 1 to 3 range of educa
tional media utilization. Twenty-seven per cent of the respondents
judged their utilization of educational media as being in the 4 to 6
range of educational media utilization.
19
Thirty-five per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Three per cent of the respondents judged their utiliza-
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for General Element B of the Evaluative Checklist. Table III shows the
mean, median, and mode for General Element B of the Evaluative Checklist.
Table III shows that the mean score for General Element B of the
Evaluative Checklist was 4.7, putting the mean in the 4 to 6 range of
educational media utilization. The median for General Element B of the
Evaluative Checklist was 5, putting the median in the 4 to 6 range of
educational media utilization. The mode for General Element B of the
Evaluative Checklist was 7, putting the mode in the 7 to 9 range of
educational media utilization.
TABLE III
MEAN, MEDIAN, AND MODE FOR GENERAL ELEMENT B
Media Utilization Element
General Element B: Provisions for Inservice Education in the Use of Educational Media
Mean Median
4.7 5
Mode
7
20
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the there is never inservice education in the
use of educational media and new instructional devices (or 1 to 3) range
and the there is rarely inservice education in the use of educational
media and new instructional devices (or 4 to 6) range of educational
media utilization. The criteria the respondents were asked to use, in
General Element B of the Evaluative Checklist appear in Appendix A, are:
(A) it was not taught at the institution where their undergraduate
degrees were obtained, (B) the equipment is not available to them, and
(C) they do not see an advantage to using educational media. Table IV
shows the responses to these criteria as related to General Element B
of the Evaluative Checklist.
TABLE IV
CLARIFICATION RESPONSES FOR GENERAL ELEMENT B
Media Utilization Element
General Element B: Provisions for Inservice Education in the Use of Educational Media
A B
9% 91%
c
0%
Table IV shows 9 per cent of the respondents indicated the reason
they judged their utilization of educational media to be in one of the
21
above two lower ranges was because it was not taught at the institution
where their undergraduate degrees were obtained (or A). Ninety-one per
cent of the respondents indicated the reason they judged their utiliza
tion of educational media to be in one of the above two lower ranges was
because the equipment is not available to them (or B). Zero per cent of
the respondents indicated the reason they judged their utilization of
educational media to be in one of the above two lower ranges was because
they did not see an advantage to using media (or C).
Evaluation of Educational Television
Utilization Practices
Section I of the Evaluative Checklist contains four educational
media utilization elements relating to the utilization of educational
television by selected teachers employed in Payne County, Oklahoma
public schools. An evaluation of the four educational media utilization
elements relating to Section I of the Evaluative Checklist is presented
here. The percentage of teachers judged by the Evaluative Checklist as
being at each of the four ranges of media utilization practices is
shown in Table V.
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing
the Evaluative Checklist used in this study. The criteria developed
by Totten and Fulton and revised by King and Payne appear in Appendix
A.
22
TABLE V
EDUCATIONAL TELEVISION UTILIZATION
Media Utilization Element 1 - 3 4 - 6 7 - 9 10 - 12
Element I-A: Dissemination of Information by Educational Television 42% 15% 35% 8%
Element I-B: Pictorial Current Events Depicted by Edu ca tiona 1 Television 50% 15% 35% 0%
Element I-C: Use of Educational Tele-vision to Reach Widely Dispersed Audiences 31% 23% 46% 0%
Element I-D: Self-Evaluation Through the Use of the Television Video Tape Recorder 50% 12% 31% 7%
Element I-A: Dissemination of Information
~ Educational Television
Element I-A of the Evaluative Checklist is designed to elicit judg-
mental responses regarding the extent to which teachers meet the criteria
relating to the dissemination of information by educational television.
Criteria that were used as a basis for the evaluation of this element of
utilization of educational media by selected teachers employed in Payne
County, Oklahoma appear in Appendix A. Table V shows the percentage of
teachers which were judged by their own responses on the Evaluative
Checklist as being in the educational television is never used to
23
disseminate information (or 1 to 3) range, the educational television
rarely is used to disseminate information (or 4 to 6) range, the educa-
tional television is occasionally used to disseminate information
(or 7 to 9) range, and the educational television is often used to
disseminate information (or 10 to 12) range of educational media
utilization.
Table V shows 42 per cent of the respondents judged their utiliza-
tion of educational media as being in the 1 to 3 range of educational
media utilization. Fifteen per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa-
tional media utilization.
Thirty-five per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Eight per cent of the respondents judged their utiliza-
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for Element I-A of the Evaluative Checklist. Table VI shows the mean,
median, and mode for Element I-A of the Evaluative Checklist.
TABLE VI
MEAN, MEDIAN, AND MODE FOR ELEMENT I-A
Media Utilization Element
Element I-A: Dissemination of Information by Educational Television
Mean
5.1
Median
5
Mode
2
24
Table VI shows the mean score for Element I-A of the Evaluative
Checklist was 5.1, putting the mean in the 4 to 6 range of educational
media utilization. The median for Element I-A of the Evaluative Check-
list was 5, putting the median in the 4 to 6 range of educational media
utilization. The mode for Element I-A of the Evaluative Checklist was
2, putting the mode in the 1 to 3 range of educational media utiliza-
tion.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the educational television is never used to
disseminate information (or 1 to 3) range, and the educational tele-
vision rarely is used to disseminate information (or 4 to 6) range of
educational media utilization. The criteria the respondents were asked
to use for Element I-A, which appear in Appendix A, are: (A) it was not
taught at the institution where their undergraduate degrees were
obtained, (B) the equipment is not available to them, and (C) they do
not see an advantage to using media. Table VII shows the responses to
these criteria as related to Element I-A of the Evaluative Checklist.
TABLE VII
CLARIFICATION RESPONSES FOR ELEMENT I-A
Media Utilization Element
Element I-A: Dissemination of Information by Educational Television
A
15%
B c
39% 46%
25
Table VII shows 15 per cent of the respondents indicated the reason
they judged their utilization of educational media to be in one of the
above two lower ranges was because it was not taught at the institution
where their undergraduate degrees were obtained (or A). Thirty-nine per
cent of the respondents indicated the reason they judged their utiliza
tion of educational media to be in one of the above two lower ranges was
because the equipment was not available to them (or B). Forty-six per
cent of the respondents indicated the reason they judged their utiliza
tion of educational media to be in one of the above two lower ranges
was because they did not see an advantage to using media (or C).
Element I-B: Pictorial Current Events Depicted
.12:2:, Educational Television
Element I-B of the Evaluative Checklist is designed to elicit judg
mental responses regarding the extent to which teachers meet the criteria
relating to the use of pictorial current events depicted by educational
television. Criteria that were used as a basis for the evaluation of
this element of utilization of educational media by selected teachers
employed in Payne County, Oklahoma appear in Appendix A. Table V shows
the percentage of teachers which were judged by their own responses on
the Evaluative Checklist as being in the educational television is
never used to depict current events even though the pictorial aspect
may be valuable or might enhance learning (or 1 to 3) range, the educa
tional television is rarely used to depict current events even though
the pictorial aspect may be valuable and enhance learning (or 4 to 6)
range, the educational television is occasionally used to depict cur
rent events when the pictorial aspect is valuable and enhances learning
26
(or 7 to 9) range, and the educational television is often used to
depict current events when the pictorial aspect is valuable and en-
hances learning (or 10 to 12) range of educational media utilization.
Table V shows 50 per cent of the respondents judged their utiliza-
tion of educational media as being in the 1 to 3 range of educational
media utilization. Fifteen per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa-
tional media utilization.
Thirty-five per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Zero per cent of the respondents judged their utilization
of educational media as being in the 10 to 12 range of educational media
utilization.
The data was further analyzed to give the mean, median, and mode
for Element I··B of the Evaluative Checklist. Table VIII shows the
mean, median, and mode for Element I~B of the Evaluative Checklist.
TABLE VIII
MEAN, :MEDIAN, AND MODE FOR ELEMENT I~B
_Mgdia U!,ill,~ation Element·--- Mean ______ MedifilL ______ Modg__
Element I-B: Pictorial Current Events Depicted by Educational Television 4.3 3.5 2
----------------·-------------·--·------------
27
Table VIII shows the mean score for Element I-B of the Evaluative
Checklist was 4.3, putting the mean in the 4 to 6 range of educational
media utilization. The median for Element I-B of the Evaluative Check
list was 3.5, putting the median between the 1 to 3 range and the 4 to 6
range of educational media utilization. The mode for Element I-B of the
Evaluative Checklist was 2, putting the mode in the 1 to 3 range of
educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the educational television is never used to
depict current events even though the pictorial aspect may be valuable
or might enhance learning (or 1 to 3) range, and the educational tele
vision is rarely used to depict current events even though the pictorial
aspect may be valuable and enhance learning (or 4 to 6) range of educa
tional media utilization. The criteria the respondents were asked to
use for Element I-B, which appear in Appendix A, are: (A) it was not
taught at the institution where their undergraduate degrees were
obtained, (B) the equipment is not available to them, and (C) they do
not see an advantage to using media. Table IX shows the responses to
these criteria as related to Element I-B of the Evaluative Checklist.
Table IX shows 13 per cent of the respondents indicated the reason
they judged their utilization of educational media to be in one of the
above two lower ranges was because it was not taught at the institution
where their undergraduate degrees were obtained (or A). Forty per cent
of the respondents indicated the reason they judged utilization of
educational media to be in one of the above two lower ranges was because
28
the equipment was not available to them (or B). Forty-seven per cent
of the respondents indicated the reason they judged their utilization
of educational media to be in one of the above two lower ranges was
because they did not see an advantage to using media (or C).
TABLE IX
CLARIFICATION RESPONSES FOR ELEMENT I-B
Media Utilization Element A B c
Element I-B Pictorial Current Events Depicted by Educational Television 13% 40% 47%
Element I-C: Use of Educational Television
to Reach Widely Dispersed Audiences
Element I-C of the Evaluative Checklist is designed to elicit judg-
mental responses regarding the extent to which teachers meet the cri-
teria relating to the use of educational television to reach widely
dispersed audiences. Criteria that were used as a basis for the evalua-
tion of this element of educational media by selected teachers in Payne
County, Oklahoma appear in Appendix A. Table V shows the percentage of
teachers which were judged by their own responses on the Evaluative
Checklist as being in the educational television is never used for
inservice education or to disseminate information to widely scattered
29
audiences (or 1 to 3) range, educational television is rarely used for
inservice education or to disseminate information to widely scattered
audiences even though the learning groups are large enough to justify
the cost (or 4 to 6) range, the educational television is occasionally
used for inservice education or to disseminate information to widely
dispersed audiences when the learning groups are large enough to justify
the cost (or 7 to 9) range, and the educational television is often
used for inservice education or to disseminate information to widely
dispersed audiences when the learning groups are large enough to justify
the cost (or 10 to 12) range of educational media utilization.
Table V shows 31 per cent of the respondents judged their utiliza
tion of educational media as being in the 1 to 3 range of educational
media utilization. Twenty-three per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Forty-six per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range of educational media
utilizationo It is quite possible the criteria may have been misunder
stood for this element. Zero per cent of the respondents judged their
utilization of educational media to be in the 10 to 12 range of educa
tional media utilization.
The data was further analyzed to give the mean, median, and mode
for Element I-C of the Evaluative Checklist. Table X shows the mean,
median, and mode for Element I-C of the Evaluative Checklist.
Table X shows the mean score for Element I-C of the Evaluative
Checklist was 5.0, putting the mean in the 4 to 6 range of educational
media utilization. The median for Element I-C of the Evaluative
Checklist was 5.5, putting the median in the 4 to 6 range of educa-
tional media utilization. The mode for Element I-C of the Evaluative
Checklist was 7, putting the mode in the 7 to 9 range of educational
media utilization.
TABLE X
MEAN, MEDIAN, AND MODE FOR ELEMENT I-C
Media Utilization Element
Element I-C: Use of Educational Television to Reach Widely Dispersed Audiences
Mean Median
5.0 5.5
Mode
7
30
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the educational television is never used
for inservice education or to disseminate information to widely scattered
audiences (or 1 to 3) range, and the educational television is rarely
used for inservice education or to disseminate information to widely
scattered audiences even though the learning groups are large enough to
justify the cost (or 4 to 6) range of educational media utilization.
The criteria the respondents were asked to use for Element I-C, which
appear in Appendix A, are: (A) it was not taught at the institution
31
where their undergraduate degrees were obtained, (B) the equipment is
not available to them, and (C) they do not see an advantage to using
media. Table XI shows the responses to these criteria as related to
Element I-C of the Evaluative Checklist.
TABLE XI
CLARIFICATION RESPONSES FOR ELEMENT I-C
Media Utilization Element A B c
Element I-C: Use of Educational Television to Reach Widely Dispersed Audiences 22% 67% 11%
Table XI shows 22 per cent of the respondents indicated the reason
they judged their utilization of educational media to be in one of the
above two lower ranges was because it was not taught at the institution
where their undergraduate degrees were obtained (or A). Sixty-seven per
cent of the respondents indicated the reason they judged their utiliza-
tion of educational media to be in one of the above two lower ranges was
because the equipment was not available to them (or B). Eleven per cent
of the respondents indicated the reason they judged their utilization of
educational media to be in one of the above two lower ranges was because
they did not see an advantage to using media (or C).
Element I-D: Self-Evaluation Through the Use
of .the Television Video Tape Recorder
32
Element I-D of the Evaluative Checklist is designed to elicit judg
mental responses regarding the extent to which teachers meet the criteria
relating to self-evaluation through the use of the television video tape
recorder. Criteria that were used as a basis for the evaluation of this
element of utilization of educational media by selected teachers em
ployed in Payne County, Oklahoma appear in Appendix A. Table V shows
the percentage of teachers which were judged by their own responses on
the Evaluative Checklist as being in the video tape recorder is never
used to witness performance through innnediate playback, nor is it used
for self-evaluation of students and teachers (or 1 to 3) range, the
video tape recorder is rarely used to witness performance through
immediate playback or for self-evaluation of students and teachers
(or 4 to 6) range, the video tape recorder is occasionally used to
witness performance through immediate playback or for self-evaluation
of students and teachers (or 7 to 9) range, the video tape recorder is
often used to witness performance through immediate playback or for
self-evaluation of students and teachers (or 10 to 12) range of educa~
tional media utilization.
Table V shows 50 per cent of the respondents judged their utiliza
tion of educational media as being in the 1 to 3 range of educational
media utilization. Twelve per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa
tional media utilization.
Thirty-one per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range of educational media
33
utilization. Seven per cent of the respondents judged their utiliza-
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for Element I-D of the Evaluative Checklist. Table XII shows the mean,
median, and mode for Element I-D of the Evaluative Checklist.
TABLE XII
MEAN, MEDIAN, AND MODE FOR ELEMENT I-D
Media Utilization Element
Element I-D: Self-Evaluation Through the Use of the Television Video Tape Recorder
Mean Median
4.5 3.5
Mode
2
Table XII shows the mean score for Element I-D of the Evaluative
Checklist was 4.5, putting the mean in the 4 to 6 range of educational
media utilization. The median for Element I-D of the Evaluative Check-
list was 3.5, putting the median between the 1 to 3 range and the 4 to 6
range of educational media utilization. The mode for Element I-D of
the Evaluative Checklist was 2, putting the mode in the 1 to 3 range of
educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
34
did. These two ranges are the video tape recorder is never used to
witness performance through immediate playback nor is it used for self-
evaluation of students and teachers (or 1 to 3) range, and the video
tape recorder is rarely used to witness performance through immediate
playback or for self-evaluation of students and teachers (or 4 to 6)
range of educational media utilization. The criteria the respondents
were asked to use for Element I-D of the Evaluative Checklist, which
appear in Appendix A, are: (A) it was not taught at the institution
where their undergraduate degrees were obtained, (B) the equipment is
not available to them, and (C) they do not see an advantage to using
media. Table XIII shows the responses to these criteria as related to
Element I-D of the Evaluative Checklist.
TABLE XIII
CLARIFICATION RESPONSES FOR ELEMENT I-D
Media Utilization Element
Element I-D: Self-Evaluation Through the Use of the Television Video Tape Recorder
A
36%
B
50%
Table XIII shows 36 per cent of the respondents indicated the
c
reason they judged their utilization of educational media to be in one
of the above two lower ranges was because it was not taught at the
35
institution where their undergraduate degrees were obtained (or A).
Fifty per cent of the respondents indicated the reason they judged
their utilization of educational media to be in one of the above two
lower ranges was because the equipment is not available to them (or B).
Fourteen per cent of the respondents indicated the reason they judged
their utilization of educational media to be in one of the above two
lower ranges was because they do not see an advantage to using media
(or C).
Evaluation of Teaching Machines and
Programmed Learning Materials
Utilization Practices
Section II of the Evaluative Checklist contains two educational
media utilization elements relating to the utilization of teaching
machines and programmed learning materials by selected teachers in
Payne County, Oklahoma. An evaluation of the two educational media
utilization elements relating to Section II of the Evaluative Checklist
is presented here. The percentage of teachers judged by the Evaluative
Checklist as being at each of the four ranges of media utilization
practices is shown in Table XIV.
The evaluation of the utilization practices of educational media
practices was based on criteria developed by Totten and Fulton and
revised by King and Payne. These criteria were used as a basis for
developing the Evaluative Checklist used in this study. The criteria
developed by Totten and Fulton and revised by King and Payne appear in
Appendix A.
TABLE XIV
TEACHING MACHINES AND PROGRAMMED LEARNING MATERIALS UTILIZATION
Media Uti liza ti on Element 1 - 3 4 - 6 7 -
Element II-A: Use of Teaching Machines and/or Progranuned Learning Materials in the Immediate Reinforcement of Subject Matter 31% 15% 23%
Element II-B: Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Inform.a ti on 35% 11% 27%
Element II-A: Use of Teaching Machines and/.Q!.
Programmed Learning Materials in the Immediate
Reinforcement of Subject Matter
36
9 10 - 12
31%
27%
Element II-A of the Evaluative Checklist is designed to elicit judg-
mental responses regarding the extent to which teachers meet the criteria
relating to the use of teaching machines and/or programmed learning mate-
rials in the inn:nediate reinforcement of subject matter. Criteria that
were used as a basis for the evaluation of this element of utilization
of educational media by selected teachers in Payne County, Oklahoma
appear in Appendix A. Table XIV shows the percentage of teachers which
• were judged by their own responses to the Evaluative Checklist as being
in the teaching machines and/or programmed learning materials are not
used even though the diversity of ability levels is present and the
37
immediate reinforcement of subject matter could be accomplished as
satisfactorily as by the teacher (or 1 to 3) range, the teaching
machines and/or programmed learning materials are rarely used when the
diversity of ability levels is present or in the immediate reinforce
ment of subject matter (or 4 to 6) range, the teaching machines and/or
programmed learning materials are occasionally used when the diversity
of ability levels is present or in the immediate reinforcement of sub
ject matter (or 7 to 9) range, and the teaching machines and/or pro
grammed learning materials are often used when the diversity of ability
levels is present or in the immediate reinforcement of subject matter
(or 10 to 12) range of educational media utilization.
Table XIV shows 31 per cent of the respondents judged their utiliza
tion of educational media as being in the 1 to 3 range of educational
media utilization. Fifteen per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa
tional media utilization.
Twenty-three per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Thirty-one per cent of the respondents judged their
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element II-A of the Evaluative Checklist. Table XV shows the mean,
median, and mode for Element II-A of the Evaluative Checklist.
Table XV shows the mean score for Element II-A of the Evaluative
Checklist was 6.6, putting the mean between the 4 to 6 range and the
7 to 9 range of educational media utilization. The median for Element
38
II-A of the Evaluative Checklist was 7, putting the median in the 7 to
9 range of educational media utilization. The mode for Element II-A
of the Evaluative Checklist was·2, putting the mode in the 1 to 3 range
of educational media utilization.
TABLE XV
MEAN, MEDIAN, AND MODE FOR ELEMENT II-A
Media Utilization Element
Element II-A: Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
Mean Median
6.6 7
Mode
2
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the teaching machines and/or programmed
learning materials are not used even though the diversity of ability
levels is present and the immediate reinforcement of subject matter
could be accomplished as satisfactorily as by the teacher (or 1 to 3)
range and the teaching machines and/or programmed learning materials
are rarely used when diversity of ability levels is present or in the
immediate reinforcement of subject matter (or 4 to 6) range of
39
educational media utilization. The criteria the respondents were asked
to use for Element II-A of the Evaluative Checklist, which appear in
Appendix A, are: (A) it was not taught at the institution where their
undergraduate degrees were obtained, (B) the equipment is not available
to them, and (C) they do not see an advantage to using media. Table
XVI shows the responses to these criteria as related to Element II-A
of the Evaluative Checklist.
TABLE XVI
CLARIFICATION RESPONSES FOR ELEMENT II-A
Media Utilization Element
Element II-A: Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
A
18%
B c
82% 0%
Table XVI shows 18 per cent of the respondents indicated the reason
they judged their utilization of educational media to be in one of the
above two lower ranges was because it was not taught at the institution
where their undergraduate degrees were obtained (or A). Eighty-two per
cent of the respondents indicated the reason they judged their utiliza-
tion of educational media to be in one of the above two lower ranges was
because the equipment is not available to them (or B). Zero per cent of
the respondents indicated the reason they judged their utilization of
40
educational media to be in one of the above two lower ranges was because
they do not see an advantage to using media (or C).
Element II-.B: Use of Teaching Machines and/.Q.r.
Programmed Learning Materials in Learning
Routine Skills and Factual Information
Element II-B of the Evaluative Checklist is designed to elicit judg
mental responses regarding the extent to which teachers meet the cri
teria relating to the use of teaching machines and/or programmed learn
ing materials in learning routine skills and factual information. Cri
teria that were used as a basis for the evaluation of this element of
educational media utilization by selected teachers in Payne County,
Oklahoma appear in Appendix A. Table XIV shows the percentage of
teachers which were judged by their own responses to the Evaluative
Checklist as being in the teaching machines and/or programmed learning
materials are not used in the learning of routine skills and factual
information nor are they used to enhance individual instruction (or 1
to .3) range, the teaching machines and/or programmed learning materials
are rarely used in the learning of routine skills and factual informa~
tion or to enhance individual instruction (or 4 to 6) range, and teach
ing machines and/or programmed learning materials are occasionally used
in the learning of routine skills and factual information and to enhance
individual instruction (or 7 to 9) range, and the teaching machines and/
or programmed learning materials are often used in the learning of
routine skills and factual information and to enhance individual in
struction (or 10 to 12) range of educational media utilization.
41
Table XIV shows 35 per cent of the respondents judged their utiliza~
tion of educational media as being in the 1 to 3 range of educational
media utilization. Eleven per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa-
tional media utilization.
Twenty-seven per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Twenty-seven per cent of the respondents judged their
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element II-B of the Evaluative Checklist. Table XVII shows the
mean, median, and mode for Element II-B of the Evaluative Checklist.
TABLE XVII
MEAN, MEDIAN~ AND MODE FOR ELEMENT II-B
Media Utilization Element
Element II-B: Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information
Mean Median
6.4 7
Mode
2
Table XVII shows the mean score for Element II-B of the Evaluative
Checklist was 6.4, putting the mean between the 4 to 6 range and the
42
7 to 9 range of educational media utilization. The median for Ele-
ment II-B of the Evaluative Checklist was 7, putting the median in the
7 to 9 range of educational media utilization. The mode for Element
II-B of the Evaluative Checklist was 2' putting the mode in the 1 to 3
range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the teaching machines and/or programmed
learning materials are not used in the learning of routine skills and
factual information nor are they used to enhance individual instruction
(or 1 to 3) range and the teaching machines and/or programmed learning
materials are rarely used in the learning of routine skills and factual
information or to enhance individual instruction (or 4 to 6) range of
educational media utilization. The criteria the respondents were asked
to use for Element II-B of the Evaluative Checklist, which appear in
Appendix A, are~ (A) it was not taught at the institution where their
undergraduate degrees were obtained, (B) the equipment is not available
to them, and (C) they do not see an advantage to using media" Table
XVIII shows the responses to these criteria as related to Element II-B
of the Evaluative Checklist.
Table XVIII shows 9 per cent of the respondents indicated the
reason they judged their utilization of educational media to be in one
of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Seventy-three per cent of the respondents indicated the reason they
judged their utilization of educational media to be in one of the above
43
two lower ranges was because the equipment is not available to them
(or B). Eighteen per cent of the respondents indicated the reason they
judged their utilization of educational media to be in one of the above
two lower ranges was because they do not see an advantage to using
media (or C).
TABLE XVIII
CLARIFICATION RESPONSES FOR ELEMENT II-B
Media Utilization Element .
Element II-B: Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information
A ..
9%
Recordings Utilization Practices
B c
73% 18%
Section III of the Evaluative Checklist contains three educational
media utilization elements relating to the utilization of recordings by
selected teachers in Payne County, Oklahoma. An evaluation of the three
educational media utilization elements relating to Section III of the
Evaluative Checklist is presented here. The percentage of teachers
judged by the Evaluative Checklist as being at each of the four ranges
of media utilization practices is shown in Table XIX.
44
TABLE XIX
RECORDINGS UTILIZATION
Media Utilization Element 1- 3 4 - 6 7 - 9 10 - 12 \
Element III-A: Use of Recordings to Enliven, Enhance, and Vivify Impres-sions of Materials 8% 8% 42% 42%
Element III-B: Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance 15% 8% 46% 31%
Element III-C: Use of Tape Recordings for Self-Evaluation and Improve-ment, and the Reporting of Prerecorded Information 35% 0% 38% 27%
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing the
Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by ~ing and Payne appear in Appendix A.
Element III-A: Use of Recordings !Q Enliven,
Enhance, and Vivify Impressions of Materials
Element III-A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of recordings to enliven, enhance, and
45
vivify impressions of materials. Criteria that were used as a basis
for the evaluation of this element of educational media utilization by
selected teachers in Payne County, Oklahoma appear in Appendix A.
Table XIX shows the percentage of teachers which were judged by their
own responses to the Evaluative Checklist as being in the recordings
are never used to enliven, enhance, and vivify impressions of material
being presented (or 1 to 3) range, the recordings are rarely used to
enliven, enhance, and vivify impressions of material being presented
(or 4 to 6) range, the recordings are occasionally used to enliven,
enhance, and vivify impressions of material being presented (or 7 to 9)
range, and the recordings are often used to enliven, enhance, and vivify
impressions of material being presented (or 10 to 12) range of educa-
tional media u4ilization.
Table XIX shows 8 per cent of the respondents judged their utiliza-
tion of educational media as being in the 1 to 3 range of educational
media utilization. Eight per cent of the respondents judged their I
utilization of educational media as being in the 4 to 6 range of educa-
tional media utilization.
Forty-two per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range, of educational media
utilization. Forty-two per cent of the respondents judged their
ut,ilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element III-A of the Evaluative Checklist. Table XX shows the
mean, median, and mode for Element III-A of the Evaluative Checklist.
TABLE XX
MEAN, MEDIAN, AND MODE FOR ELEMENT III-A
Media Utilization Element
Element III-A: Use of Recordings to Enliven, Enhance, and Vivify Impressions of Materials
Mean Median
8.5 8
46
Mode
7
Table XX shows the mean score for Element III-A of the Evaluative
Checklist was 8.5, putting the mean in the 7 to 9 range of educational
media utilization. The median for Element III-A of the Evaluative
Checklist was 8, putting the median in the 7 to 9 range of educational
media utilization. The mode for Element III-A of the Evaluative Check-
list was 7, putting the mode in the 7 to 9 range of educational media
utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the recordings are never used to enliven,
enhance, and vivify impressions of material being presented (or 1 to 3)
range and the recordings are rarely used to enliven, enhance, and vivify
impressions of material being presented (or 4 to 6) range of educational
media utilization. The criteria the respondents were asked to use for
Element III-A of the Evaluative Checklist, which appear in Appendix A,
are: (A) it was not taught at the institution where their undergraduate
degrees were obtained, (B) the equipment is not available to them, and
47
(C) they do not see an advantage to using media. Table XXI shows the
responses to these criteria as related to Element III-A of the Evalua-
tive Checklist.
TABLE XXI
CLARIFICATION RESPONSES FOR ELEMENT III-A
Media Utilization Element A B c
Element III-A: Use of Recordings to Enliven, Enhance, and Vivify Impressions of Materials 0% 50% 50%
Table XXI shows zero per cent of the respondents indicated the
reason they judged their utilization of educational media to be in one
of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Fifty per cent of the respondents indicated the reason they judged
their utilization of educational media to be in one of the above two
lower ranges was because the equipment is not available to them (or B).
Fifty per cent of the respondents indicated the reason. they judged their
utilization of educational media to be in one of the above two lower
ranges was because they do not see an advantage to using media (or C).
Element III-B: Use of Recordings to Provide
Realistic Musical and Unique Narrative
Experiences, .tQ. Capture Original Sounds,
and to Overcome Barriers of Time and Distance
48
Element III-B of the Evaluative Checklist is designed to elicit
judgmental responses regarding the ·extent to which teachers meet the
criteria relating to the use of recordings to provide realistic musical
and unique narrative experiences, to capture original sounds, and to
overcome barriers of time and distance. Criteria that were used as a
basis for the evaluation of this element of educational media utiliza
tion by selected teachers in Payne County, Oklahoma appear in Appendix
A. Table XIX shows the percentage of teachers which were judged by
their own responses to the Evaluative Checklist as being in the record
ings are never used to provide realistic and accurate musical and
unique narrative experiences, to capture original sounds, and to over
come barriers of time and distance when particular voices enhance the
learning process (or 1 to 3) range, the recordings are rarely used to
provide realistic and accurate musical and unique narrative experiences,
to capture original sounds, and to overcome barriers of time and dis
tance when particular voices enhance the learning process (or 4 to 6)
range, the recordings are occasionally used to provide realistic and
accurate musical and unique narrative experiences, to capture original
sounds, and to overcome barriers of time and distance when particular
voices enhance the learning process (or 7 to 9) range, and the record
ings are often used to provide realistic and accurate musical and unique
narrative experiences, to capture original sounds, and to overcome
49
barriers of time and distance when particular voices enhance the
learning process (or 10 to 12) range of educational media utilization.
Table XIX shows 15 per cent of the respondents judged their utiliz-
ation of educational media as being in the 1 to 3 range of educational
media utilization. Eight per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa-
tional media utilization.
Forty-six per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range of educational media
. utilization. Thirty-one per cent of the respondents judged their
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element III-B of the Evaluative Checklist. Table XXII shows the
mean, median, and mode for Element III-B of the Evaluative Checklist.
TABLE XXII
MEAN, MEDIAN, AND MODE FOR ELEMENT III-B
Media Utilization Element
Element III-B: Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance
Mean Median
7.8 8
Mode
8
50
Table XXII shows the mean score for Element III-B of the Evalua
tive Checklist was 7.8, putting the mean in the 7 to 9 range of educa
tional media utilization. The median for Element III-B of the Evalua
tive Checklist was 8, putting the median in the 7 to 9 range of educa
tional media utilization. The mode for Element III-B of the Evaluative
Checklist was 8, putting the mode in the 7 to 9 range of educational
media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the recordings are never used to provide
realistic and accurate musical and unique narrative experiences, to
capture original sounds, and to overcome barriers of time and distance
when particular voices enhance the learning process (or 1 to 3) range
and the recordings are rarely used to provide realistic and accurate
musical and unique narrative experiences, to capture original sounds,
and to overcome barriers of time and distance when particular voices
enhance the learning process (or 4 to 6) range of educational media
utilization. The criteria the respondents were asked to use for Ele
ment III-B of the Evaluative Checklist, which app'ear in Appendix A,
are: (A) it was not taught at the institution where their undergraduate
degrees were obtained, (B) the equipment is not available to them, and
(C) they do not see an advantage to using media. Table XXIII shows the
responses to these criteria as related to Element III-B of the Evalua
tive Checklist.
Table XXIII shows 17 per cent of the respondents indicated the
reason they judged their utilization of educational media to be in one
51
of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Seventeen per cent of the respondents indicated the reason they judged
their utilization of educational media to be in one of the above two
lower ranges was because the equipment is not available to them (or B).
Sixty-six per cent of the respondents indicated the reason they judged
their utilization of educational media to be in one of the above two
lower ranges was because they do not see an advantage to using media
(or C).
TABLE XXIII
CLARIFICATION RESPONSES FOR ELEMENT III-B
Media Utilization Element
Element III-B: Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance
A
17%
Element III-C: Use of Tape Recordings for
§.g]._f-Evaluation and Improvement and the
Reporting of Prerecorded Information
B c
17% 66%
Element III-C of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
52
criteria relating to the use of tape recordings for self-evaluation and
improvement and the reporting of prerecorded information. Criteria
that were used as a basis for the evaluation of this element of educa
tional media utilization by selected teachers in Payne County, Oklahoma
appear in Appendix A. Table XIX shows the percentage of teachers which
were judged by their own responses to the Evaluative Checklist as being
in the tape recordings are not used for student self-evaluation and
improvement, nor are they used to report prerecorded information (or
1 to 3) range, the tape recordings are rarely used for student self
evaluation and improvement and to report prerecorded information (or
4 to 6) range, the tape recordings are occasionally used for student
self-evaluation and improvement and to report prerecorded information
(or 7 to 9) range, and the tape recordings are often used for student
self-evaluation and improvement and to report prerecorded information
(or 10 to 12) range of educational media utilization.
Table XIX shows 35 per cent of the respondents judged their utiliza
tion of educational media as being in the 1 to 3 range of educational
media utilization. Zero per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa
tional media utilization.
Thirty-eight per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Twenty-seven per cent of the respondents judged their
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element III-C of the Evaluative Checklist. Table XXIV shows the
53
mean, median, and mode for Element III-C of the Evaluative Check-
list.
Table XXIV shows the mean score for Element III-C of the Evalua-
tive Checklist was 6.6, putting the mean between the 4 to 6 range and
the 7 to 9 range of educational media utilization. The median for
Element III-C of the Evaluative Checklist was 8, putting the median
in the 7 to 9 range of educational media utilization. The mode for
Element III-C of the Evaluative Checklist was bimodal. The first mode
was 2, putting this mode in the 1 to 3 range of educational media
utilization. The second mode was 8, putting this mode in the 7 to 9
range of educational media utilization.
TABLE XXIV
MEAN, MEDIAN, AND MODE FOR ELEMENT III-C
Media Utilization Element
Element III-C: Use of Tape Recordings for Self-Evaluation and Improvement and the Reporting of Prerecorded Information
Mean
6.6
Median Mode
8 2' 8
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the tape recordings are not used for student
54
self-evaluation and improvement, nor are they used to report prerecorded
information (or 1 to 3) range and the tape recordings are rarely used
for student self-evaluation and improvement and to report prerecorded
information (or 4 to 6) range of educational media utilization. The
criteria the respondents were asked to use for Element III-C of the
Evaluative Checklist, which appear in Appendix A, are: (A) it was not
taught at the institution where their undergraduate degrees were
obtained, (B) the equipment is not available to them, and (C) they do
not see an advantage to using media. Table XXV shows the responses to
these criteria as related to Element III-C of the Evaluative Checklist.
TABLE XXV
CLARIFICATION RESPONSES FOR ELE:MENT III-C
Media Utilization Element
Element III-C: Use of Tape Recordings for Self-Evaluation and Improvement and the Reporting of Prerecorded Information
A B
0% 33%
c
67%
Table XXV shows 0 per cent of the respondents indicated the reason
they judged their utilization of educational media to be in one of the
above two lower ranges was because it was not taught at the institution
where their undergraduate degrees were obtained (or A). Thirty-three
per cent of the respondents indicated the reason they judged their
55
utilization of educational media to be in one of the above two lower
ranges was because the equipment is not available to them (or B).
Sixty-seven per cent of the respondents indicated the reason they judged
their utilization of educational media to be in one of the above two
lower ranges was because they do not see an advantage to using media
(or C).
Opaque Materials Utilization Practices
Section IV of the Evaluative Checklist contains two educational
media utilization elements relating to the utilization of opaque
materials by selected teachers in Payne County, Oklahoma. An evaluation
of the two educational media utilization elements relating to Section
IV of the Evaluative Checklist is presented here. The percentage of
teachers judged by the Evaluative Checklist as being at each of the
four ranges of media utilization practices is shown in Table XXVI.
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing the
Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by King and Payne appear in Appendix A.
Element IV-A: Use of Opaque .Materials for
Non-Transparent Materials to be Used for
Group Observation and Economy of Time
Element IV-A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of opaque materials for non-transparent
56
materials to be used for group observation and economy of time.
Criteria that were used as a basis for the evaluation of this element
of educational media utilization by selected teachers in Payne County,
Oklahoma appear in Appendix A. Table XXVI shows the percentage of
teachers which were judged by their own responses to the Evaluative
Checklist as being in the opaque materials are never used for non
transparent materials shown for group observation and/or evaluation or
for economy of time when it is unfeasible to prepare material for use
with another medium (or 1 to 3) range, the opaque materials are rarely
used for non-transparent materials shown for group observation and/or
evaluation or for economy of time when it is unfeasible to prepare
material for use with another medium (or 4 to 6) range, the opaque
materials are occasionally used for non-transparent materials shown for
group observation and/or evaluation or for economy of time when it
is unfeasible to prepare material for use with another medium (or 7 to
9) range, and the opaque materials are often used for non-transparent
materials shown for group observation and/or evaluation or for economy
of time when it is unfeasible to prepare material for use with another
medium (or 10 to 12) range of educational media utilization.
Table XXVI shows 46 per cent of the respondents judged their
utilization of educational media as being in the 1 to 3 range of educa
tional media utilization. Fifteen per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Twenty-seven per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Twelve per cent of the respondents judged their utilization
57
of educational media as being in the 10 to 12 range of educational
media utilization.
TABLE XXVI
OPAQUE :t1ATERIALS UTILIZATION
Media Utilization Element 1 - 3 4 - 6 7 - 9 10 - 12
Element IV-A: Use of Opaque Materials for Non-Transparent Materials to be Used for Group Obser-vation and Economy of Time 46% 15% 27% 12%
Element IV-B: Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects 50% 15% 23% 12%
The data was further analyzed to give the mean, median, and mode.
for Element IV-A of the Evaluative Checklist. Table XXVII shows the
mean, median, and mode for Element IV-A of the Evaluative Checklist.
Table XXVII shows the mean score for Element IV-A of the Evalua-
tive Checklist was 4.8, putting the mean in the 4 to 6 range of educa-
tional media utilization. The median for Element IV-A of the Evaluative
Checklist was 4, putting the median in the 4 to 6 range of educational
media utilization. The mode for Element IV-A of the Evaluative Check-
list was 2, putting the mode in the 1 to 3 range of educational media
uti liza ti on.
TABLE XXVII
:MEAN, :MEDIAN, AND MODE FOR ELE:MENT IV-A
Media Utilization Element
Element IV-A: Use of Opaque Materials for Non-Transparent Materials to be Used for Group Observation and Economy of Time
Mean Median
4.8 4
58
Mode
2
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the opaque materials are never used for non~
transparent materials shown for group observation and/or evaluation or
for economy of time when it is unfeasible to prepare material for use
with another medium (or 1 to 3) range and the opaque materials are
rarely used for non~transparent materials shown for group observation
and/or evaluation or for economy of time when it is unfeasible to pre-
pare material for use with another medium (or 4 to 6) range of educa~
tional media utilization, The criteria the respondents were asked to
use for Element IV-A of the Evaluative Checklist, which appear in
Appendix A, are: (A) it was not taught at the institution where their
undergraduate degrees were obtained, (B) the equipment is not available
to them, and (C) they do not see an advantage to using media. Table
XXVIII shows the responses to these criteria as related to Element IV-A
of the Evaluative Checklist.
59
TABLE XXVIII
CLARIFICATION RESPONSES FOR ELEMENT IV-A
Media Utilization Element A B c
Element IV-A: Use of Opaque Materials for Non-Transparent Materials to be Used for Group Observation and Economy of Time 65% 21%
Table XXVIII shows 14 per cent of the respondents indicated the
reason they judged their utilization of educational media to be in
one of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Sixty-five per cent of the respondents indicated the reason they judged
their utilization of educational media as being in one of the above
two lower ranges was because the equipment is not available to them
(or B). Twenty-one per cent of the respondents indicated the reason
they judged their utilization of educational media as being in one of
the above two lower ranges was because they do not see an advantage to
using media (or C).
Element IV-B: Use of Opaque Materials lQ.
Enlarge Small Size Still Pictures and to
Project Three Dimensional Objects
Element IV~B of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of opaque materials to enlarge small size
60
still pictures and to project three dimensional objects. Criteria that
were used as a basis for the evaluation of this element of educational
media utilization by selected teachers in Payne County, Oklahoma appear
in Appendix A. Table XXVI shows the percentage of teachers which were
judged by their own responses to the Evaluative Checklist as being in
the opaque materials are never used to enlarge small size still pictures
nor to project three dimensional objects (or 1 to 3) range, the opaque
materials are rarely used to enlarge small size still pictures to a
large scale on various surfaces for reproduction and to project three
dimensional objects (or 4 to 6) range, the opaque materials are
occasionally used to enlarge small size still pictures to a large scale
on various surfaces for reproduction and to project three dimensional
objects (or 7 to 9) range, and the opaque materials are often used
to enlarge small size still pictures to a large scale on various sur
faces for reproduction and to project three dimensional objects (or
10 to 12) range of educational media utilization.
Table XXVI shows 50 per cent of the respondents judged their
utilization of educational media as being in the 1 to 3 range of educa
tional media utilization. Fifteen per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Twenty-three per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Twelve per cent of the respondents judged their utiliza
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for Element IV-B of the Evaluative Checklist. Table XXIX shows the
mean, median, and mode for Element IV-B of the Evaluative Checklist.
TABLE XXIX
MEAN, MEDIAN, AND MODE FOR ELEMENT IV-B
Media Utilization Element
Element IV-B: Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects
Mean Median
4.9 3.5
Mode
2
61
Table XXIX shows the mean score for Element IV-B of the Evaluative
Checklist was 4.9, putting the mean in the 4 to 6 range of educational
media utilization. The median for Element IV-B of the Evaluative Check-
list was 3.5, putting the median between the 1 to 3 range and the 4 to
6 range of educational media utilization. The mode for Element IV-B
of the Evaluative Checklist was 2, putting the mode in the 1 to 3
range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the opaque materials are never used to en-
large small size still pictures nor to project three dimensional objects
(or 1 to 3) range and the opaque materials are rarely used to enlarge
small size still pictures to a large scale on various surfaces for
reproduction and to project three dimensional objects (or 4 to 6)
range of educational media utilization. The criteria the respondents
were asked to use for Element IV-B of the Evaluative Checklist, which
appear in Appendix A, are: (A) it was not taught at the institution
where their undergraduate degrees were obtained, (B) the equipment is
not available to them, and (C) they do not see an advantage to using
media. Table XXX shows the responses to these criteria as related to
Element IV-B of the Evaluative Checklist.
TABLE XXX
CLARIFICATION RESPONSES FOR ELEMENT IV-B
Media Utilization Element
Element IV-B: Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects
A
17%
B c
63% 20%
62
Table XXX shows 17 per cent of the respondents indicated the reason
they judged their utilization of educational media as being in one of
the above two lower ranges was because it was not taught at the institu-
tion where their undergraduate degrees were obtained (or A). Sixty-
three per cent of the respondents indicated the reason they judged their
63
utilization of educational media to be in one of the above two lower
ranges was because the equipment is not available to them (or B).
Twenty per cent of the respondents indicated the reason they judged
their utilization of educational media as being in one of the above two
lower ranges was because they do not see an advantage to using media
(or C).
Overhead Transparencies Utilization Practices
Section V of the Evaluative Checklist contains one educational
media utilization element relating to the utilization of overhead
transparencies by selected teachers in Payne County, Oklahoma. An
evaluation of the one educational media utilization element relating
to Section V of the Evaluative Checklist is presented here. The per-
centage of teachers judged by the Evaluative Checklist as being at each
of the four ranges of media utilization practices is shown in Table
XXXI.
TABLE XXXI
OVERHEAD TRANSPARENCIES UTILIZATION
Media Utilization Element 1 - 3 4 - 6 7 - 9 10 - 12
Element V-A: Use of Overhead Transparen-cies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projec-tion Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class 31% 15% 35% 19%
64
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing the
Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by King and Payne appear in Appendix A.
Element V-A: Use of Overhead Transparencies J;,Q.
Show Development of Wholes from Parts .Q.!. the
Cumulative Growth of ~ Whole, J;,Q. Write .Q.!1
Projection .Material at the Time of Projection,
.QI.. to .Present Illustrations While the Teacher
is Facin_g the Class
Element V-A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of overhead transparencies to show develop
ment of wholes from parts or the cumulative growth of a whole, to write
on projection material at the time of projection, or to present illus-
. tra tions while the teacher is facing the class. Criteria that were
used as a basis for the evaluation of this element of educational media
utilization by selected teachers in Payne County, Oklahoma appear in
Appendix A. Table XXXI shows the percentage of teachers which were
judged by their own responses to the Evaluative Checklist as being in
the overhead transparencies are never used to show development of wholes
from parts or the cumulative growth of a whole, to write or mark on the
projected material at the time of projection, or to present illustra
tions while the teacher is facing the class (or 1 to 3) range, the
overhead transparencies are rarely used to show the development of a
whole from separate parts or the cumulative growth of a whole, to
write or mark on the projection material at the time of projection,
or to present illustrations while the teacher is facing the class (or
4 to 6) range, the overhead transparencies are occasionally used to
show the development of a whole from separate parts or the cumulative
growth of a whole, to write or mark on the projection material at the
time of projection, or to present illustrations while the teacher is
facing the class (or 7 to 9) range, and the overhead transparencies
65
are often used to show the development of a whole from separate parts or
the cumulative growth of a whole, to write on the projection material
at the time of projection, or to present illustrations while the teacher
is facing the class (or 10 to 12) range of educational media utiliza
tion.
Table XXXI shows 31 per cent of the respondents judged their
utilization of educational media as being in the 1 to 3 range of educa
tional media utilization. Fifteen per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Thirty-five per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Nineteen per cent of the respondents judged their utiliza
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for Element V-A of the Evaluative Checklist. Table XXXII shows the
mean, median, and mode for Element V-A of the Evaluative Checklist.
66
TABLE XXXII
MEAN, MEDIAN, AND MODE FOR ELEMENT V-A
Media Utilization Element Mean Median Mode
Element V-A: Use of Overhead Transparencies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projection Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class 6.0 7 2' 8
Table XXXII shows the mean score for Element V-A of the Evaluative
Checklist was 6.0, putting the mean in the 4 to 6 range of educational
media utilization. The median for Element V-A of the Evaluative Check-
list was 7, putting the median in the 7 to 9 range of educational media
utilization. The mode for Element V-A of the Evaluative Checklist was
bimodal. The first mode was 2, putting this mode in the 1 to 3 range
of educational media utilization. The second mode was 8, putting this
mode in the 7 to 9 range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the overhead transparencies are never used
to show development of wholes from parts or the cumulative growth of a
whole, to write or mark on the projection material at the time of pro-
jection, or to present illustrations while the teacher is facing the
67
class (or 1 to 3) range and the overhead transparencies are rarely
used to show development of a whole from separate parts or the cumula-
tive growth of a whole, to write or mark on projection material at the
time of projection, or to present illustrations while the teacher is
facing the class (or 4 to 6) range of educational media utilization.
The criteria the respondents were asked to use for Element V-A of the
Evaluative Checklist, which appear in Appendix A, are: (A) it was not
taught at the institution where their undergraduate degrees were
obtained, (B) the equipment is not available to them, and (C) they do
not see an advantage to using media. Table XXXIII shows the responses
to these criteria as related to Element V-A of the Evaluative Checklist.
TABLE XXXIII
CLARIFICATION RESPONSES FOR ELEMENT V-A
Media Utilization Element
Element V-A: Use of Overhead Transparencies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projection Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class
A
0%
B
50%
Table XXXIII shows 0 per cent of the respondents indicated the
c
50%
reason they judged their utilization of educational media as being in
68
one of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Fifty per cent of the respondents indicated the reason they judged
their utilization as being in one of the above two lower ranges was
because the equipment is not available to them (or B). Fifty per cent
of the respondents indicated the reason they judged their utilization
of educational media as being in one of the above two lower ranges was
because they do not see an advantage to using media (or C).
Slides Utilization Practices
Section VI of the Evaluative Checklist contains one educational
media utilization element relating to the use of slides by selected
teachers in Payne County, Oklahoma. An evaluation of the one educa-
tional media utilization element relating to Section VI of the Evalua-
tive Checklist is presented here. The percentage of teachers judged by
the Evaluative Checklist as being at each of the four ranges of media
utilization practices is shown in Table X.XXIV.
TABLE X.XXIV
SLIDES UTILIZATION
Media Utilization Element 1 - 3 4 - 6 7 - 9 10 - 12
Element VI-A: Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Docu-ment Field Trips and Labor-atory Experiments 58% 19% 15% 8%
69
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing the
Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by King and Payne appear in Appendix A.
Element VI-A: Use of Slides for Reduction in
Size for Easy Storage and Retrieval and to
Document Field Trips and Laboratory
Experiments
Element VI-A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of slides for reduction in size for easy
storage and retrieval and to document field trips and laboratory
experiments. CriFeria that were used as a basis for the evaluation of
this element of educational media utilization by selected teachers in
Payne County, Oklahoma appear in Appendix A. Table XX.XIV shows the
percentage of teachers which were judged by their own responses to the
Evaluative Checklist as being in the slides are never used to reduce
material for the purpose of easy storage and retrieval for future use
or to document field trips and laboratory experiments (or 1 to 3) range,
the slides are rarely used to reduce material for the purpose of easy
storage and retrieval for future use or to document field trips and
laboratory experiments (or 4 to 6) range, the slides are occasionally
used to reduce material for the purpose of easy storage and retrieval
for future use or to document field trips and laboratory experiments
(or 7 to 9) range, and the slides are often used to reduce material for
70
the purpose of easy storage and retrieval for future use or document
field trips and laboratory experiments (or 10 to 12) range of educa-
tional media utilization.
Table XXXIV shows 58 per cent of the respondents judged their
utilization of educational media as being in the 1 to 3 range of educa-
tional media utilization. Nineteen per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Fifteen per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range of educational media
utilization. Eight per cent of the respondents judged their utiliza-
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for Element VI-A of the Evaluative Checklist. Table XXXV shows the
mean, median, and mode for Element VI-A of the Evaluative Checklist.
TABLE XXXV
MEAN, MEDIAN, AND MODE FOR ELEMENT VI-A
Media Utilization Element
Element VI-A: Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Document Field Trips and Laboratory Experiments
Mean Median
3.8 2
Mode
2
71
Table XXXV shows the mean score for Element VI-A of the Evaluative
Checklist was 3. 8, putting the mean between the 1 to 3 range and the
4 to 6 range of educational media utilization. The median for Element
VI-A of the Evaluative Checklist was 2, putting the median in the 1 to
3 range of educational media utilization. The mode for Element VI-A
of the Evaluative Checklist was 2, putting the mode in the 1 to 3
range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the slides are never used to reduce material
for the purpose of easy storage and retrieval for future use or to
document field trips and laboratory experiments (or 1 to 3) range and
the slides are rarely used to reduce material for the purpose of easy
storage and retrieval for future use or to document field trips and
laboratory experiments (or 4 to 6) range of educational media utiliza
tion. The criteria the respondents were asked to use for Element VI~A
of the Evaluative Checklist, which appear in Appendix A, are: (A) it
was not taught at the institution where their undergraduate degrees
were obtained, (B) the equipment is not available to them, and (C) they
do not see an advantage to using media. Table XXXVI shows the responses
to these criteria as related to Element VI-A of the Evaluative Checklist.
Table XXXVI shows 0 per cent of the respondents indicated the
reason they judged their utilization of educational media as being in
one of the above two lower ranges was because it was not taught at the
institution where their unde.rgraduate degrees were obtained (or A).
Fifty per cent of the respondents indicated the reason they judged their
72
utilization of educational media as being in one of the above two lower
ranges was because the equipment is not available to them (or B).
Fifty per cent of the re:spondents indicated the reason they judged
their utilization of educational media as being in one of the above
two lower ranges was because they do not see an advantage to US'ing
media (or C).
TABLE XXXVI
CLARIFICATION RESPONSES FOR ELEMENT VI-A
Media Utilization Element
Element VI-A: Use of Slides for Reduction in Size for Easy Storage
A B c
and Retrieval and to Document Field Trips and Laboratory Experiments 0% 50% 50%
Filmstrips Utilization Practices
Section VII of the Evaluative Checklist contains one educational
media utilization element relating to the use of filmstrips by selected
teachers in Payne County, Oklahoma. An evaluation of the one educa-
tional media utilization element relating to Section VII of the Evalua-
tive Checklist is presented here. The percentage of teachers judged by
the Evaluative Checklist as being at each of the four ranges of media
utilization practices is shown in Table XXXVII.
TABLE XXX.VII
FILMSTRIPS UTILIZATION
Media Utilization Element
Element VII-A: Use of Filmstrips for Photographs of a Sequential Nature and for Discussion of Individua 1 Frames
1 - 3
12%
'.--;
4 - 6 7 - 9 10 - 12
19% 31% 38%
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing
73
the Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by King and Payne appear in Appendix A.
Element VII-A: Use of Filmstrips 1Q!:.
Photographs of !! Sequential Nature and
for Discussion of Individual Frames
Element VII-A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the ·extent to which teachers meet the
criteria relating to the use of filmstrips for photographs in a
sequential nature and for discussion of individual frames. Criteria
that were used as a basis for the evaluation of this element of educa-
tional media utilization by selected teachers in Payne County, Oklahoma
appear in Appendix A. Table XXX.VII shows the percentage of teachers
which were judged by their own responses to the Evaluative Checklist as
74
being in the filmstrips are never used when motion is not essential or
when it is desirable to stop and discuss individual frames (or 1 to 3)
range, the filmstrips are rarely used when motion is not essential or
when it is desirable to stop and discuss individual frames (or 4 to 6)
range, the filmstrips are occasionally used when motion is not essential
or when it is desirable to stop and discuss individual frames (or 7 to
9) range, and the filmstrips are often used when motion is not essential
or when it is desirable to stop and discuss individual frames (or 10
to 12) range of educational media utilization.
Table XXXVII shows 12 per cent of the respondents judged their
utilization of educational media as being in the 1 to 3 range of educa
tional media utilization. Nineteen per cent of the respondents judged
their utilization of educational media as being in the 4 to 6 range of
educational media utilization.
Thirty-one per cent of the respondents judged their utilization of
educational media as being in the 7 to 9 range of educational media
utilization. Thirty-eight per cent of the respondents judged their
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element VII-A of the Evaluative Checklist. Table XXXVIII shows
the mean, median, and mode for Element VII-A of the Evaluative Checklist.
Table XXXVIII shows the mean score for Element VII-A of the Evalua
tive Checklist was 7.7, putting the mean in the 7 to 9 range of educa
tional media utilization. The median for Element VII-A of the Evalua
tive Checklist was 8, putting the median in the 7 to 9 range of educa
tional media utilization. The mode for Element VII-A of the Evaluative
75
Checklist was bimodal. The first mode was 8, putting this mode in the
7 to 9 range of educational media utilization. The second mode was 11,
putting this mode in the 10 to 12 range of educational media utiliza-
tion.
TABLE XXXVIII
MEAN, MEDIAN, AND MODE FOR ELEMENT VII-A
Media Utilization Element
Element VII-A: Use of Filmstrips for Photographs of a Sequential Nature and for Discussion of Individual Frames
Mean Median
7.7 8
Mode
8' 11
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the filmstrips are never used when motion is
not essential or when it is desirable to stop and discuss individual
frames (or 1 to 3) range and the filmstrips are rarely used when motion
is not essential or when it is desirable to stop and discuss individual
frames (or 4 to 6) range of educational media utilization. The criteria
the respondents were asked to use for Element VII-A of the Evaluative
Checklist, which appear in Appendix A, are: (A) it was not taught at
the institution where their undergraduate degrees were obtained,
76
(B) the equipment is not available to them, and (C) they do not see an
advantage to using media. Table XXXIX shows the responses to these
criteria as related to Element VII-A of the Evaluative Checklist.
TABLE XXXIX
CLARIFICATION RESPONSES FOR ELEMENT VII-A
Media Utilization Element A B c
Element VII-A: Use of Filmstrips for Photographs of a Sequentia 1 Nature and for Discussion of Individual Frames 14% 43% 43%
Table XXXIX shows 14 per cent of the respondents indicated the
reason they judged their utilization of educational media as being in
one of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Forty-three per cent of the respondents indicated the reason they judged
their utilization of educational media as being in one of the above two
lower ranges was because the equipment is not available to them (or B).
Forty-three per cent of the respondents indicated the reason they judged
their utilization of educational media as being in one of the above two
lower ranges was because they do not see an advantage to using media
(or C).
77
Motion Picture Films Utilization Practices
Section VIII of the Evaluative Checklist contains three educational
media utilization elements relating to the use of motion picture films
by s·elected teachers in Payne County, Oklahoma. An evaluation of the
three educational media utilization elements relating to Section VIII
of the Evaluative Checklist is presented here. The percentage of
teachers judged by the Evaluative Checklist as being at each of the
four ranges of media utilization practices is shown in Table XL.
TABLE XL
MOTION PICTURE FILMS UTILIZATION
Media Utilization Element
Element VIII-A: Use of Motion Picture Films to Enhance Lectures, to Provide Motivation and for Effective Presentation of Material
Element VIII-B: Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization
Element VIII-C: Use of Eight Millimeter Cartridge Silent Motion Picture Films for Small Group or for Individual Instruction and for Inexpensive Local Production
1 - 3 4 - 6
19% 11%
27% 15%
62% 12%
7 - 9 10 - 12
35% 35%
23% 35%
23% 3%
78
The evaluation of the utilization of educational media practices
was based on criteria developed by Totten and Fulton and revised by
King and Payne. These criteria were used as a basis for developing the
Evaluative Checklist used in this study. The criteria developed by
Totten and Fulton and revised by King and Payne appear in Appendix A.
Element VIII-A: Use of Motion Picture Films to
Enhance Lectures, to Provide Motivation and for
Effective Presentation of Material
Element VIII-A of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of motion picture films to enhance lectures,
to provide motivation and for effective presentation of material. Cri
teria that were .used as a basis for the evaluation of this element of
educational media utilization by selected teachers in Payne County,
Oklahoma appear in Appendix A. Table XL shows the percentage of teachers
which were judged by their own responses to the Evaluative Checklist as
being in the motion picture films are never used to enhance lectures, to
provide student motivation, or to present material more effectively than
the teacher can (or 1 to 3) range, the motion picture films are rarely
used to enhance lectures, to provide student motivation, or to present
material more effectively than the teacher can (or 4 to 6) range, the
motion picture films are occasionally used to enhance lectures, to pro
vide student motivation, or to present material more effectively than
the teacher can (or 7 to 9) range, and the motion picture films are often
used to enhance lectures, to provide student motivation, or to present
79
material more effectively than the teacher can (or 10 to 12) range of
educational media utilization.
Table XL shows 19 per cent of the respondents judged their utiliza-
tion of educational media as being in the 1 to 3 range of educational
media utilization. Eleven per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa-
tional media utilization.
Thirty-five per cent of the respondents judged their utilization
of.educational media as being in the 7 to 9 range of educational media
utilization. Thirty-five per cent of the respondents judged their
utilization of educational media as .being in the 10 to 12 range of
educational media utilization.
The data was further analyzed to give the mean, median, and mode
for Element VIII-A of the Evaluative Checklist. Table XLI shows the
mean, median, and mode for Element VIII-A of the Evaluative Checklist.
TABLE XL!
MEAN, MEDIAN, AND MODE FOR ELEMENT VIII-A
Media Utilization Element
Element VIII-A: Use of Motion Picture Films to Enhance Lectures, to Provide Motivation and for Effective Presentation of Material
Mean Median
7.3 8
Mode
8
80
Table XLI shows the mean score for Element VIII-A of the Evalua-
tive Checklist was 7.3, putting the mean in the 7 to 9 range of educa-
tional media utilization. The median for Element VIII-A of the Evalua-
tive Checklist was 8, putting the median in the 7 to 9 range of educa-
tional media utilization. The mode for Element VIII-A was 8, putting
the mode in the 7 to 9 range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they , did. These two ranges are the motion picture films are never used to
enhance lectures, to provide student motivation, or to present material
more effectively than the teacher can (or 1 to 3) range and the motion
picture films are rarely used to enhance lectures to provide student
motivation, or to present material more effectively than the teacher
can (or 4 to 6) range of educational media utilization. The criteria
the respondents were asked to use for Element VIII-A of the Evaluative
Checklist, which appear in Appendix A, are: (A) it was not taught at
the institution where their undergraduate degrees were obtained, (B) the
equipment is not available to them, and (C) they do not see an advantage
to using media. Table XLII shows the responses to these criteria as
related to Element VIII-A of the Evaluative Checklist.
Table XLII shows 0 per cent of the respondents indicated the
reason they judged their utilization of educational media as being in
one of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Fifty per cent of the respondents indicated the reason they judged
their utilization of educational media as being in one of the above
81
two lower ranges was because the equipment is not available to them
(or B). Fifty per cent of the respondents indicated the reason they
judged their utilization of educational media as being in one of the
above two lower ranges was because they do not see an advantage to
using media (or C).
TABLE XLII
CLARIFICATION RESPONSES FOR ELEMENT VIII-A
Media Utilization Element A B c
Element VIII-A: Use of Motion Picture Films to Enhance Lectures, to Provide Motivation and for Effective Presentation of Material 0% 50% 50%
Element VIII-B: Use of Motion Picture Films
for Verbalization and Motion, .f.Q1: Modification
of Time, and for Review and Summarization
Element VIII-B of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of motion picture films for verbalization
and motion, for modification of time, and for review and summarization.
Criteria that were used as a basis for the evaluation of this element
of educational media utilization by selected teachers in Payne County,
82
Oklahoma appear in Appendix A. Table XL shows the percentage of
teachers which were judged by their own responses to the Evaluative
Checklist as being in the motion picture films are never used when
verbalization and motion are essential to the learning process, when
modification of time, size, and space is needed, or for the purpose of
review and summarization (or 1 to 3) range, the motion picture films
are rarely used when verbalization and motion are essential to the
learning process, when modification of time, size, and space is needed,
or for the purpose of review and summarization (or 4 to 6) range, the
motion picture films are occasionally used when verbalization and motion
are essential to the learning process, when modification of time, size,
and space is needed, or for the purpose of review and summarization
(or 7 to 9) range, and the motion picture films are often used when
verbalization and motion are essential to the learning process, when
modification of time, size, and space is needed, or for the purpose of
review and summarization (or 10 to 12) range of educational media
utilization.
Table XL shows twenty-seven per cent of the respondents judged
their utilization of educational media as being in the 1 to 3 range
of educational media utilization. Fifteen per cent of the respondents
judged their utilization of educational media as being in the 4 to 6
range of educational media utilization.
Twenty-three per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Thirty-five per cent of the respondents judged their
utilization of educational media as being in the 10 to 12 range of
educational media utilization.
83
The data was further analyzed to give the mean, median, and mode
for Element VIII-B of the Evaluative Checklist. Table XLIII shows the
mean, median, and mode for Element VIII-B of the Evaluative Checklist.
TABLE XLIII
MEAN, MEDIAN, AND MODE FOR ELEMENT VIII-B
Media Utilization Element
Element VIII-B: Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization
Mean Median
6.7 7.5
Mode
2' 11
Table XLIII shows the mean score for Element VIII-B of the Evalua-
tive Ghecklist was 6.7, putting the mean between the 4 to 6 range and
the 7 to 9 range of educational media utilization. The median for
Element VIII-B of the Evaluative Checklist was 8, putting the median
in the 7 to 9 range of educational media utilization. The mode for
Element VIII-B of the Evaluative Checklist was bimodal. The first mode
was 2, putting this mode in the 1 to 3 range of educational media
utilization. The second mode was 11, putting this mode in the 10 to
12 range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
84
did. These two ranges are the motion picture films are never used when
verbalization and motion are essential to the learning process, when
modification of time, size, and space is needed, or for the purpose of
review and summarization (or 1 to 3) range and the motion picture films
are rarely used when verbalization and motion are essential to the
learning process, when modification of time, size, and space is needed,
or for the purpose of review and summarization (or 4 to 6) range of
educational media utilization. The criteria the respondents were asked
to use for Element VIII-B of the Evaluative Checklist, which appear in
Appendix A, are: (A) it was not taught at the institution where their
undergraduate degrees were obtained, (B) the equipment is not available
to them, and (C) they do not see an advantage to using media. Table
XLIV shows the responses to these criteria as related to Element VIII-B
of the Evaluative Checklist.
TABLE XLIV
CLARIFICATION RESPONSES FOR ELEMENT VIII-B
Media Utilization Element
Element VIII-B: Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization
A
0%
B c
80% 20%
85
Table XLIV shows 0 per cent of the respondents indicated the
reason they judged their utilization of educational media as being in
one of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Eighty per cent of the respondents indicated the reason they judged
their utilization of educational media as being in one of the above
two lower ranges was because the equipment is not available to them
(or B). Twenty per cent of the respondents indicated the reason they
judged their utilization of educational media as being in one of the
above two lower ranges was because they do not see an advantage to
using media (or C).
Element VIII-C: Use of Eight Millimeter
Cartridge Silent Motion Picture Films for
Small Group .Q!. for Inexpensive .Local
Production
Element VIII-C of the Evaluative Checklist is designed to elicit
judgmental responses regarding the extent to which teachers meet the
criteria relating to the use of eight millimeter cartridge silent motion
picture films for small group or for inexpensive local production.
Criteria that were used as a basis for the evaluation of this element
of educational media utilization by selected teachers in Payne County,
Oklahoma appear in Appendix A. Table XL shows the percentage of teach
ers which were judged by their own responses to the Evaluative Check
list as being in the eight millimeter cartridge silent motion picture
films are never used for small group or individual instruction, when
inexpensive local production is desirable, or when sound is not essential
86
to the learning process (or 1 to 3) range, the eight millimeter car
tridge silent motion picture films are rarely used for small group or
individual instruction, when inexpensive local production is desirable,
or when sound is not essential to the learning process (or 4 to 6)
range, the eight millimeter cartridge silent motion picture films are
occasionally used for small group or individual instruction, when in
expensive local production is desirable, or when sound is not essential
to the learning process (or 7 to 9) range, and the eight millimeter
cartridge silent motion picture films are often used for small group
or individual instruction, when inexpensive local production is desir
able, or when sound is not essential to the learning process (or 10 to
12) range of educational media utilization.
Table XL shows 62 per cent of the respondents judged their utiliza
tion of educational media as being in the 1 to 3 range of educational
media utilization. Twelve per cent of the respondents judged their
utilization of educational media as being in the 4 to 6 range of educa
tional media utilization.
Twenty-three per cent of the respondents judged their utilization
of educational media as being in the 7 to 9 range of educational media
utilization. Three per cent of the respondents judged their utiliza
tion of educational media as being in the 10 to 12 range of educational
media utilization.
The data was further analyzed to give the mean, median, and mode
for Element VIII-C of the Evaluative Checklist. Table XLV shows the
mean, median, and mode for Element VIII-C of the Evaluative Check
list.
TABLE XLV
MEAN, MEDIAN, AND MODE FOR ELEMENT VIII-C
Media Utilization Element
Element VIII-C: Use of Eight Millimeter Cartridge Silent Motion Picture Films for Small Group or for Individual Instruction and
. for Inexpensive Local Production
Mean Median
3.7 2
87
Mode
2
Table XLV shows the mean score for Element VIII-C of the Evaluative
Checklist was 3. 7, putting the mean between the 1 to 3 range and the
4 to 6 range of educational media utilization. The median for Element
VIII-C of the Evaluative Checklist was 2, putting the median in the
1 to 3 range of educational media utilization. The mode for Element
VIII-C of the Evaluative Checklist was 2, putting the mode in the 1 to
3 range of educational media utilization.
The composition of the Evaluative Checklist asks those respondents
responding in the lower two ranges of educational media utilization to
indicate why they judged their utilization of educational media as they
did. These two ranges are the eight millimeter cartridge silent motion
picture films are never used for small group or individual instruction,
when inexpensive local production is desirable, or when sound is not
essential to the learning process (or 1 to 3) range and the eight milli-
meter cartridge silent motion picture films are rarely used for small
group or individual instruction, when inexpensive local production is
des·irable, or when sound is not essential to the learning process
88
(or 4 to 6) range of educational media utilization. The criteria the
respondents were asked to use for Element VIII-C of the Evaluative
Checklist, which appear in Appendix A, are: (A) it was not taught at
the institution where their undergraduate degrees were obtained, (B) the
equipment is not available to them, and (C) they do not see an advantage
to using media. Table XLVI shows the responses to these criteria as
related to Element VIII-C of the Evaluative Checklist.
TABLE XLVI
CLARIFICATION RESPONSES FOR ELEMENT VIII-C
Media Utilization Element
Element VIII-C: Use of Eight Millimeter Cartridge Silent Motion Picture Films for Small Group or for Individual Instruction and for Inexpensive Local Production
A
0%
B
83%
Table XLVI shows 0 per cent of the respondents indicated the
c
17%
reason they judged their utilization of educational media as being in
one of the above two lower ranges was because it was not taught at the
institution where their undergraduate degrees were obtained (or A).
Eighty-three per cent of the respondents indicated the reason they
judged their utilization of educational media as being in one of the
above two lower ranges was because the equipment is not available to
89
them (or B). Seventeen per cent of the respondents indicated the
reason they judged their utilization of educational media as being in
one of the above two lower ranges was because they do not see an advant
age to using media (or C).
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The purposes of this chapter are to review the purposes and pro
cedures of the investigation, to state the major findings, to state the
conclusions, to state implications, and to make recommendations in
accordance with the study. The term responding teachers shall be used
in this chapter to refer to the population of the study.
Summary
The study was an investigation of the utilization practices of
educational media by selected teachers. Information was gathered from
selected teachers employed in public schools in Payne County, Oklahoma.
Totten's and Fulton's Evaluative Checklist, in revised form, was used
to obtain the data from the selected teachers regarding the utilization
of educational media. The instrument used in the collection of the
data appears in Appendix A.
Major Findings
The data revealed the following findings concerning the utilization
practices of educational media by responding teachers in Payne County,
Oklahoma during the 1974-75 school year shown in figure form. An
element was considered to be of high utilization if at least 51 per
cent of the responding teachers scored the element 7 or higher. An
. 90
91
element was considered to be of low utilization if at least 51 per
cent of the responding teachers scored the element 6 or lower. Figure
1 shows these findings.
Conclusions
The following conclusions were drawn after an analysis and evalua
tion of the utilization practices of educational media by selected
teachers in Payne County, Oklahoma public schools:
1. The stated role of educational media in instruction was
accepted by all of the responding teachers.
2. Provisions for inservice education in the use of educational
media reportedly are not perceived as being provided for the responding
teachers.
3. Pictorial current events depicted by educational television
were reportedly not used by the responding teachers.
4. The responding teachers reportedly did not use the television
video tape recorder for self-evaluation.
5. The use of recordings to enliven, enhance, and vivify impres
sions of materials reportedly was employed by the responding teachers.
6. The responding teachers reportedly did use recordings to pro
vide realistic musical and unique narrative experiences, to capture
original sounds, and to overcome barriers of time and distance.
7. The use of tape recordings for self-evaluation and improvement
and for the reporting of prerecorded information was reportedly accepted
by the responding teachers.
8. The responding teachers reportedly did not use opaque materials
because the equipment is not available to them.
Media Utilization Element
A The Role of Educational Media in Instruction
B Provisions for Inservice Education in the Use of Educational Media
I-A Dissemination of Information by Educational Television
I-B Pictorial Current Events Depicted by Educational Television
I-C Use of Educational Television to Reach Widely Dispersed Audiences
I-D Self-Evaluation through Use of the Television Video Tape Recorder
II-A Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
II-B Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information
III-A Use of Recordings to Enliven, Enhance, and Vivify Impressions of Material
III-B Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance
III-C Use of Tape Recordings for Self-Evaluation and Improvement, and Reporting of Prerecorded Information
IV-A Use of Opaque Materials for Non-Transparent Materials to be Used for Group Observation and Economy of Time
IV-B Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects
92
Hi h Low
Figure 1. Profile of High and Low Utilization of Elements of Education• al Media
Media Utilization Element
V-A Use of Overhead Transparencies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projection Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class
VI-A Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Document Field Trips and Laboratory Experiments
VII-A Use of Filmstrips for Photographs of a Sequential Nature and for Discussion of Individual Frames
VIII-A Use of Motion Picture Films to Enhance Lectures to Provide Motivation and for Effective Presentation of Material
VIII-B Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization
VIII-C Use of Eight Millimeter Cartridge Sflent Motion Picture Films for Small Group or for Individual Instruction and for Inexpensive Local Production
Figure 1. (Continued)
93
Hi h . Low
9. The responding teachers did not report the use of slides.
10. The use of filmstrips for photographs of a sequential nature
and for discussion of individual frames reportedly was made by the
responding teachers.
11. The responding teachers reportedly did make use of motion
picture films to enhance lectures, to provide motivation, and to pro
vide effective presentation of material.
12. Eight millimeter cartridge silent motion picture films re
portedly were not used by the responding teachers apparently because
the equipment is not available to them.
Recommendations
Assuming the perceptions of the responding teachers are correct,
the following recommendations are proposed.
1. All the conclusions and recommendations in this study are
based on the responding teachers' perceptions. A further study is
needed to verify their perceptions.
94
2. If public schools want high utilization practices of education
al media then equipment and utilization techniques need to be provided
for video tape recorders, opaque materials, slides and slide projectors,
and eight millimeter cartridge films and projectors.
3. Provisions for inservice education in the use of educational
media should be provided for those teachers who want it in Payne County,
Oklahoma.
4. Reevaluation should be made by Oklahoma State University of the
basic media utilization course (Curriculum and Instruction Education
3122) pertaining to content and emphasis.
A SELECTED BIBLIOGRAPHY
Allen, Roy C.
1972 "An Evaluation of Educational Media Programs in Oklahoma Universities and Colleges." (Unpublished Ed.D. dissertation, The University of Oklahoma.)
Biehler, Robert E.
1974 Psychology Applied !.Q. Teaching. Boston: The Houghton Mifflin Company.
Bilchek, Anthony.
1968 "Analysis of Audiovisual Media in Ohio Public Elementary Schools. 11 (Unpublished Ed.D. dissertation, Case Western Reserve University.)
Brookens, Kenneth L. t~
1970 "An Exploratory Study of Media Instruction of Pre-Service and In-Service Teachers at Oklahoma State University Based on Analysis of Their Media Competency and Utilization." (Unpub~ lished Ed.D. dissertation, Oklahoma State University.)
Brown, James W., Richard B, Lewis, and Fred F. Harcleroad.
1973 AV Instruction. New York: McGraw-Hill Company.
Bruner, Jerome S.
1966 Toward~ Theory of Instruction. Cambridge: Belknap Press.
Dale, Edgar.
1969 Audiovisual Methods in Teaching. New York: The Dryden Press.
de Kieffer, Robert E. and Melissa H. de Kieffer.
1970 Media Milestones in Teacher Training. Washington, D. C.: Educational Media Council.
95
96
Guedry, Perry A.
L..-1972 "A Study of Factors Related to the Use of Instructional Media By Classroom Teachers in Selected Louisiana Parishes." (Unpublished Ph.D. dissertation, The Louisiana State University and Agricultural and Mechanical College.)
Hardaway, Gaius N.
1969 "The Administration and Utilization of Audiovisual Media in the Public Elementary and Secondary Schools in Bossier Parish, Louisiana." (Unpublished Ed.D. dissertation, The University of Mississippi.)
Kennard, Albert L.
1973 "Media Competency of Teachers in Relation to the Quality of the Educational Media Programs in Teacher Training Institutions: A Study of Selected Louisiana Public Institutions and Graduates." (Unpublished Ph.D. dissertation, The University of Oklahoma.)
King, Kenneth L.
1969 "An Evaluation of Teacher Utilization of Selected Educational Media in Relation to the Level of Sophistication of the Educational Media Programs in Selected Oklahoma Public Schools." (Unpublished Ed.D. dissertation, The University of Oklahoma.)
Larie, W. Ben.
1974 "Teaching Teachers to Use Audio~Visuals." Spectrum, L (April), 28-31.
Lasher, Edward B.
1971 ''Educational Media Attitudes of and Competencies for Elementary Teachers . 11 (Unpublished Ed.D. dissertation, The University of North Dakota.)
~ssaro, Gabriel A.
1972 ''Media Use as Related to In-Service Education." (Unpublished Ed.D. dissertation, Columbia University.)
Nicosia, Alfonso.
1973 11An Evaluation of the Educational Media Programs of the State of Louisiana." (Unpublished Ed .D. dissertation, The University of Oklahoma.)
Oklahoma State Department of Education.
1971 Teacher Education, Certification and Assignment Handbook. Oklahoma City: State Board of Education.
Radvak, Betty J.
1968 "The Teacher and Technology." Theory into Practice, VII (April), 142-144.
Richison, Tom Z.
97
1972 "A Study of Audio-Visual (Media) Among Teacher Preparation Colleges and Universities in Arkansas, Kansas, Missouri, and Oklahoma." (Unpublished Ed.D. dissertation, The University of Tulsa.)
Rome, Stanton F.
1973 "The Relationship Between Suggested Media Competencies and Those Recommended by Audio-Visual Instructors, Methods Instructors, and High School Principals." (Unpublished Ed.D. dissertation, Indiana University.)
/"
Sanner, Richard L.
1971 "An Evaluation of the Educational Media Programs of the California State Colleges." (Unpublished Ed. D. dissertation, Arizona State University.)
Williams, Marjorie L.
1969 ''Educationa 1 Media as Content and Process in Teacher Education in Florida." (Unpublished Ed.D. dissertation, The Uni .. versity of Florida.)
APPENDIX A
EVALUATIVE CHECKLIST
98
EVALUATIVE CHECKLIST
AN INSTRUMENT FOR EVALUATING THE USE
OF
EDUCATIONAL MEDIA
By
Herman L. Totten and W. R. Fulton
University of Oklahoma
Revised by
Kenneth L. King and Henry E. Payne
Oklahoma State University
99
100
An Instrument for Evaluating the Use of
Educational Media in Teaching
The use of educational media varies markedly from one teacher to another. Some teachers need fewer media because of the nature of their field. Others have greater need for meP,ia because of their methods of teaching. Some use media at a high level of sophistication while the level of utilization of others may be less sophisticated. These and other factors enter into the determination of the adequacy of the use of educational media in a given situation. Likewise, these elements make it difficult to establish precise guidelines for judging a particular teaching situation. Nevertheless, there are fundamental principles which appear to be common to the use of all educational media. This instrument, structured around these principles, is presented in the hope that it will make it easier to evaluate the use of educational media in teaching.
The instrument is based on the assumption that the proper use of educational media as an integral part of the instructional program will bring about an improvement of instruction. Effective use of educational media is greatly facilitated by their availability. The status of the use of educational media is not likely to be known without periodic evaluation. The use of this instrument should greatly facilitate such an evaluation by providing useful guidelines for making judgments concerning use.
The term educational media as used in this inst~ument means all equipment and materials traditionally called audio-visual materials and all of the newer media such as television, overhead projectuals, and programmed materials. Likewise, the terms media and educational media are used interchangeably to mean both instructional equipment and instructional materials.
Criteria have been included at the beginning of each set of items in the instrument. The .validity of your judgments will be greatly enhanced if careful study is made of the criteria before responding to the items.
~ 0
..Q
Cl) a 0
>.. ..... a 0
.Jo: 1-1
~
Introduction to Evaluative Checklist
After you have carefully studied the criteria, mark one nf the numbers at the left of the statement that most nearly represents the situation in your teaching situation, mark~ of the middle squares, 2, 5, 8, or 11. If, in your estimation, the situation is below what is described, mark number 1. 4, 7, or 10; if above, mark 3, 6, 9, or 12. In any event, mark only one of the numbers, 1 through 12. If you mark a number 1, 2, 3. 4 5, or 6, then you mark one of the letters A, B, or C, below that most nearly represents your feeling.
EXAMPLE:
[Q] iii1 Ji]
f 7. :- 8~ :-~~
flJ i;>( r .
l '±. ' 6
[ 1; - 2 r 3' - [ __ L~
EXAMPLE:
~ ~:i.l [i~
In my teaching situation, I use educational media whenever they are needed in the learning process.
In my teaching situation, I make occasional use of educational media.
In my teaching situation, I rarely make use of educational media.
In my teaching situation, I never make use of educational merlia.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION,
l)G It was not taught at the institution where my undergraduate degree was obtained.
fj~ The equipment is not available to me.
C I do not see an advantage to using media.
In my teaching situation, I use educational media whenever they are needed in the learning process.
101
fi~-~ ~j~
-·4! I s· i 6
In my teaching situation, I make occasional use of educational media.
l ···- . ! ' --
' l ' . [ ' .. 11 _.2. - '.3_
In my teaching situation, I rarely make use of educational media.
In my teaching situation, I never make use of educational media.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
~·-1 LJ!..
[QJ
It was not taught at the institution where my undergraduate degree was obtained.
The equipment is not available to me.
I do not see an advantage to using media.
102
GENERAL
CRI::::tional media should be used when they contribute t: the··~~:rity of :1 particular lesson and, subsequently, to the improvement of instruction.
Continuous inservice education in the use of educational media, including new instructional devices and materials, should be carried on as a means of improving instructions.
~---1 r--· 1 -·r I LlQ il ,12.
A. The Role of Educational Media in Instruction
In my teaching situation, I make extensive use of educational media when they contribute to the clarity of a particular lesson.
In my teaching situation, I make occasional use of educ~tional media when they contribute to the clarity of a particular lesson.
In my teaching situation, I rarely use educational media even though they might contribute to the clarity of a particular lesson.
In my teaching situation, I never use educational media as a means of improving instruction.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS. BELOW, A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION,
It was not taught at the institution where my undergraduate degree was obtained.
The equipment is not available to me.
I do not see an advantage to using media.
B. Provisions for Inservice Education in the Use of Educational Media
:-1-· ' J_Q. :11 .12 In my teaching situation, there is frequent inservice education in
the use of educational media and instructional devices.
1' La.,_ 9_ In my teaching situation, there is occasional inservice education in the use of educational media and instructional devices .
•... .., 1···.., .-····1
J11~J L6.. In my teaching situation, there is rarely inservice education in the use of educational media or new instructional devices.
In my teaching situation, there is never inservice education in the use of educational media or new instructional devices.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12,GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW, A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
[hl It was not taught at the institution where my undergo adua• · Jegree was obtained.
[fil The equipment is not available to me.
[Q] I do not see an advantage to using media.
1. EDUCATIONAL TELEVISION
CRITERIA
Educational television should be used to disseminate sources that are not readily available.
. -- ... -· ···--··--1 information from
Educational television should be used to present live current events as they are happening when the pictorial aspect of the presentation enhances learning.
Education television should be used for: a. inservice education when a unit of material is of such a
nature that it lends itself to mass dissemination to widely dispersed audiences;
b. learning groups which are sufficiently large to justify the cost.
The television video tape recorder should be used: a. to record performance and to witness such performance throug~
innnediate playback; b. to accomplish self-evaluation of students and teachers of what
,__ _____ i_s seen and heard.
A. Dissemination of Information by Educational Television
l!QJ[DJ !1Z] In my teaching situation, educational television is often used to disseminate information.
In my teaching situation, educational television is occasionally used to disseminate information.
In my teaching situation, educational television rarely is used to disseminate information.
In my teaching situation, educational television is never used to disseminate information.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW, A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
I
103
B.
[lQJ "ii l!1l
'il1 l a1 : 1 l -- ; 9..
[A} It was not taught at the institution where my undergraduate degree was obtained.
~ The equipment is not available to me.
@] I do not see an advantage to using media.
Pictorial Current Events Depicted by Educational Television
In my teaching situation, educational television is often used to depict current events when the pictorial aspect is valuable and enhances learning.
In my teaching situation, educational television is occasionally utilized to depict current events when the pictorial aspect is valuable and enhances learning.
In my teaching situation, educational television is rarely used to depict current events even though the pictorial aspect may be valuable and enhances learning.
In my teaching situation, educational television is never used to depict current events even though the pictorial aspect may be valuable or might enhance learning.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS. BELOW, A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
[!J It was not taught at the institution where my undergraduate degree was obtained.
~ The equipment is not available to me.
~ I do not see an advantage to using media.
~ C. Use of Educational Television to Reach Widely Dispersed Audiences
1 [iQ]Ji] J,~ In my teaching situation, educational television is often used ~ for inservice education and to disseminate information to
widely dispersed audiences when the learning groups are large enough to justify the cost.
In my teaching situation, educational television is occasionally used for inservice education or to disseminate information to widely dispersed audiences when the learning groups are large enough to justify the cost.
In my teaching situation, educational television is rarely used for inservice education or to disseminate information to widely scattered audiences even though the learning groups are large enough to justify the cost.
In my teaching situation, educational television is never used for inservice education or to disseminate information to wtdely scattered audiences.
104
,/
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12 , GO ON Tl• l'HE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW, A, B, OR C, THllT MOST NEARLY REPRESENTS YOUR SITUATION.
[A_; It was not taught at the institution where my undergraduate degree was obtained.
[iJ The equipment is not available to me.
[QJ I do not see an advantage to using media.
D, Self-Evaluation Through the Use of the Television Video Tape Recorder
[ill [1i ~i] In my teaching situation, the video tape recorder is often used to witness performance through immediate playback or for selfevaluation of students and teachers.
r-:;i7, L.--:i_s.· r;..91 hi i · h 'd d · · 11 LL.J ~L!.l In my teac ng s tuation, t e vi eo tape recor er is occas1ona y used to witness performance through immediate playback and for selfevaluation of students and teachers.
In my teaching situation, the video tape recorder is rarely used to witness performance through immediate playback or for selfevaluation of students and teachers.
In my teaching situation, the video tape recorder is never used to witness performance through immediate playback, nor is it used for self-evaluation of students and teachers.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW, A, B, OR C, THllT MOST NEARLY REPRESENTS YOUR SITUATION,
[A} It was not taught at the institution where my undergraduate degree was obtained.
[fil The equipment is not available to me.
[£] I do not see an advantage to using media.
II, TEACHING MACHINES AND PROGRAMMED LEARNING MATERIALS ..------------------------------- ---- -------- - -----
CRITERIA
Teaching machines and/or programmed learning materials should be used when:
a. the diversity of ability levels is present;
105
b. the immediate reinforcement of subject matter can be accomplished as satisfactorily as by the teacher.
Teaching machines and.'or programmed learning materials should be used for: a. the learning of routine skills; b. the learning of factual information when such information
can be presented in a logical and sequential manner;
c. the enhancement of individual instruction.
A.
B.
Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
In my teaching situation, teaching machines and 1or programmed learning materials are often used when the diversity of ability levels is present or in the immediate reinforcement of subject matter.
In my teaching situation, teaching machines and/or programmed learning materials are occasionally used when the diversity of ability levels is present or in the immediate reinforcement of subject matter.
In my teaching situation, teaching machines and/or programmed learning materials are rarely used when the diversity of ability levels is present or in the immediate reinforcement of subject matter.
In my teaching situation, teaching machines and 1or programmed learning materials are not used even though the diversity of ability levels is present and the immediate reinforcement of subject matter could be accomplished as satisfactorily as by the teacher.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
~ It was not taught at the institution where my undergraduate degree was obtained.
[iJ The equipment is not available to me.
[QJ I do not see an advantage to using media.
Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information.
In my teaching situation, teaching machines and/or programmed learning materials are often used in the learning of routine skills and factual information to enhance individual instruction.
106
In my teaching situation, teaching machines and/or programmed learning materials are occasionally used in the learning of routine skills and factual information and to enhance individual instruction.
In my teaching situation, teaching machines and/or programmed learning materials are rarely used in the learning of routine skills and factual information or to enhance individual instruction.
In my teaching situation, teaching machines and/or programmed learning materials are not used in the learning of routine skills and factual information nor are they used to enhance individual instruction.
CRITERIA
NOTE: .IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
~-; It was not taught at the institution where my undergraduate degree was obtained.
[iJ The equipment is not available to me.
[QJ I do not see an advantage to using media.
III. RECORDINGS
Recordings should be used when repeated audio experiences enliven, enhance, and vivify impressions of the materials presented.
Recordings should be used to provide students with: a. realistic and accurate musical experiences; b. unique and accurate narrative experiences; c. original sound reproduction; d. particular voices of the past in order to overcome time and
distance when these Voices enhance the learning process.
Tape recordings should be used:
107
as a self-evaluation and improvement tool which can record I and play back the voices of students and teachers to serve
a.
b, as models to be listened to, noted .. and emulated or improved upon; ! to .store prerecorded information and dramatize historical episod:_js ' with vividness and a sense of reality .
.____ __________ , -- . -- --------------- .. ---·----·------·-· .... - ,,_ . ._ __ ,_ .....
A. Use of Recordings to Enliven, Enhance, and Vivify Impressions of Materials
[}][][]]
In my teaching situation, recordings are often used to enliven, enhance, and vivify impressions of material being presented.
In my teaching situation, recordings are occasionally used to enhance, enliven, and vivify impressions of material being presented.
In my teaching situation, recordings are rarely used to enliven, enhance, and vivify impressions of material being presented.
In my teaching situation, recordings are never used to enliven, enhance, and vivify impressions of material being presented.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW, A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION,
It was not taught at the institution where my undergraduate degree was obtained.
The equipment is not available to me.
I do not see an advantage to using media.
B. Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance
11QJ[!1 J?l In my teaching situation, recordings are often used to provide realistic and accurate musical and unique narrative experiences, to capture original sounds ·and to overcome barriers of time and distance when particular voices enhance the learning process.
[l]Ls.][2] In my teaching situation, recordings are occasionally used to provide realistic and accurate musical and unique narrative experiences, to capture original sounds, and to overcome barriers of time and distance when particular voices enhance the learning process
In my teaching situation, recordings are rarely used to provide realistic and accurate musical and unique narrative experiences, to capture original sounds, and to overcome barriers of time and distance when particular voices enhance the learning process.
In my teaching situation, recordings are never used to provide realistic and accurate musical and unique narrative experiences, to capture original sounds, and to overcome barriers of time and distance when particular voices enhance the learning process.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW, A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
[Al It was not taught at the institution where my undergraduate degree was obtained.
[i] The equipment is not available to me.
LJD I do not see an advantage to using media.
C. Use of Tape Recordings for Self-Evaluation and Improvement, and the Reporting of Prerecorded Information
[j] [!_!_ ~ In my teaching situation, tape recordings are often used for student self-evaluation and improvement and to report prerecorded information.
[1J [,§] [!il In my teaching situation, tape recordings are occasionally used for student self-evaluation and improvement, and to report prerecorded information.
In my teaching situation, tape recordings are rarely used for student self-evaluation and improvement and to report prerecorded information.
108
In my teaching situation, tape recordings are not used for student self-evaluation and improvement, nor are they used to report prerecorded information.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECT ION. IF YOU MARKED A NUMBER l THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
~ It was not taught at the institution where my undergraduate degree was obtained.
[!] The equipment is not available to me.
[9J I do not see an advantage to using media.
IV. OPAQUE MATERIALS
I CRITERIA-··
I
L
Opaque materials should be used when non-transparent materials will contribute:
a. group observation aril 1or evaluation; b. economy of time when it is unfeasible to prepare material
for use with another medium
Opaque materials should be used to: a. enlarge small size still pictures to a large scale on various
surfaces for reproduction; b. project three dimensional objects. -------
A. Use of Opaque Materials for Non-transparent Materials to Be Used for Group Observation and Economy of Time
In my teaching situation, opaque materials are often used for nontransparent materials shown for group observation and/or evaluation or for economy of time when it is unfeasible to prepare material for use with another medium.
In my teaching situation, opaque materials are occasionally used for non-transparent materials shown for group observation and 'or evaluation or for economy of ti.me when it is unfeasible to prepare material for use with another medium.
In my teaching situation, opaque materials are rarely used for nontransparent materials shown for group observation and/or evaluation or for economy of time when it is unfeasible to prepare material for use with another medium.
In my teaching situation opaque materials are never used for nontransparent materials shown for group observation and/or evaluation or for economy of time when it is unfeasible to prepare material for use with another medium.
109
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPF;.SENTS YOUR SITUATION.
It was not taught at the institution where my undergraduate degree was obtained.
The equipment is not available to me.
I do not see an advantage to using media,
B. Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects
[QJ[1i[!?~ In my teaching situation, opaque materials are often used to enlarge small size still pictures to a large scale on various surfaces for reproduction and to project three dimensional objects.
In my teaching situation, opaque materials are occasionally used to enlarge small size still pictures to a large scale on various surfaces for reproduction and to project three dimensional objects.
In my teaching situation, opaque materials are rarely used to enlarge small size still pictures to a large scale on various surfaces for reproduction and to project three dimensional objects.
In my teaching situation, opaque materials are never used to enlarge small size still pictures nor to project three dimensional objects.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
[!] It was not taught at the institution where my undergraduate degree was obtained.
[jJ The equipment is not available to me.
Cf] I do not see an advantage to using media.
V. OVERHEAD TRANSPARENCIES
fCirTiR:iA·------------------------------ ·-, II Overhead transparencies should be used when:
a. it is necessary to show the development of a whole from separate parts or the cumulative growth of a whole;
b. it is desirable to write or mark on the projection material at the time of projection;
c, the teacher wishes to present illustrations while facing the class.
-- ---- - ------------- . -- - -A. Use of Overhead Transparencies to Show Development of Wholes from
Parts or the Cumulative Growth of a Whole, to Write on Projection Material at the Time of Projecti.on, or to Present Illustrations While the Teacher is facing the class,
110
CRITERIA
In my teaching situation, overhead transparencies are often used to show the development of a whole from separate parts or the cumulative growth of a whole, to write on the projection material at the time of project.on, or to present illustrations while the teacher is facing the class.
In my teaching situation, overhead transparencies are occasionat.ly used to show the development of a whole from separate parts or the cumulative growth of a whole. to write or mark on the projection material at the time of projection, or to present illustrations while the teacher is facing the class.
In my teaching situation, overhead transparencies are rarely used to show the development of a whole from separate parts or the cumulative growth of a whole, to write or mark on the projection material at the time of projection, or to present illustrations while the teacher is facing the class.
In my teaching situation, overhead transparencies are never used to show development of wholes from parts or the cumulative growth of a whole to write or mark on the projected material at the time of projection, or to present illustrations while the teacher is facing the class.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEX'r SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
[Aj It was not taught at the institution where my undergraduate degree was obtained.
[!] The equipment is not available to me.
[QJ I do not see an advantage to using media.
VI. SLIDES
--------------------------.
Slides should be used when: a. it is desirable to reduce material for the purpose of easy
storage and retrieval for future use; b. it is desirable to document field trips and laboratory ex
periments.
A. Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Document Field Trips and Laboratory Experiments
[Ql[i!J ~ In my teaching situation, slides are often used to reduce material for the purpose of easy storage and retrieval for future use or to document field trips and laboratory experiments.
[] []][2] In my teaching situation, slides are occasionally used to reduce material for the purpose of easy storage anrl retrieval for future use or to document field trips and laboratory experiments.
lll
., Q)
U:JrnDl
In my teaching situation, slides are rarely used to reduce material for the purpose of easy storage and retrieval for future use or to document field trips and laboratory experiments.
In my teaching situation, slides are never used to reduce material for the purpose of easy storage and retrieval for future use or to document field trips and laboratory experiments.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
~ It was not taught at the institution where my undergraduate degree was obtained.
~ The equipment is not available to me.
~ I do not see an advantage to using media .
S VII. FILMSTRIPS ,Q
1-1 Q)
1l
!
-------·--------··--·-···-· ··--·--- .. ·····- ··-·
CRIT:::strips should be used when mot ion is nforat_m __ ee:s~.- ~ntial- -an~-~-:~: i-t- _1_· s- __ ] desirable to stop and discuss individual
-··-··· - --.. ··- -- -- ....... - -
A. Use of Filmstrips for Photographs of a Sequential Nature and for Discussion of Individual Frames
l!Q][!] I}}) In my teaching situation, filmstrips are often used when motion is not essential or when it is desirable to stop and discuss individual frames.
[]][§:][~] In my teaching situation, filmstrips are occasionally used when motion is not essential or when it is desirable to stop and discuss individual frames.
~[i][§J In my teaching situation, filmstrips are rarely used when motion is not essential or when it is desirable to stop and discuss individual frames.
In my teaching situation, filmstrips are never used when motion is not essential or when it is desirable to stop and discuss individual frames.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SErTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
~ It was not taught at the institution where my undergraduate degree was obtained.
Ci] The equipment is not available to me.
[QJ I do not see an advantage to using media,
112
CRITERIA
Motion
VIII. MOTION PICTURE FILMS
picture sound films should be used when: a. the experience presented vicariously contributes to the lecture; b, they provide student motivation; c. they present the material more effectively than the teacher can,
Motion picture sound films should be used when: a. the combinatio1. ;,f verbalization and motion is essential to the
learning process; b. the modification of time, size, and space is needed; c. su111111arization and review are needed,
Eight millimeter cartridge silent motion picture films should be used: a. when cost is a factor in procurement; b. when sound is not essential; c. mainly for small group and individual instruction.
A. Use of Motion Picture Films to Enhance Lecture, to Provide Motivation and for Effective Presentation of Material.
[Ql I!!]~ In my teaching situation, motion picture films are often used to enhance lectures, to provide student motivation, or to present material more effectively than the teacher can,
[!]~[2] In my teaching situation, motion picture films are occasionally used to enhance lectures, to provide student motivation, or to present material more effectively than the teacher can.
[~ []] ~ In my teaching situation, motion picture films are rarely used to enhance lectures, to provide student motivation, or to present material more effectively than the teacher can.
QJ [] [] In my teaching situation, motion pictures are never used to enhance lectures, to provide student motivation, or to present material more effectively than the teacher can.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENrS YOUR SITUATION.
~ It was not taught at the institution where my undergraduate degree was obtained.
[!] The equipment is not available to me.
~ · I do not see an advantage to using media.
B. Use of Motion Pictur.e Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization
[!Q] I!:!]~ In my teaching situation, motion picture films are often used when verbalization and motion are essential to the learning process, when modification of time, size, and space is essential to the learning process, or for the purpose of review and summarization.
113
c.
In my teaching situation, motion picture films are occasionally used when verbalization and motion are essential to the learning process, when modification of time, size, and space is needed, or for the purpose of review and sunnnarization.
In my teaching situation, motion picture films are rarely used when verbalization and motion are essential to the learning process, when modification of time, size, and space is needed, or for the purpose of review and sunnnarization,
In my teaching situation, motion picture films are never used when verbalization and motion are essential to the learning process, when modification of time, size, and space is needed, or for the purpose of review and sunnnarization.
114
NOTE: IF ¥OU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION, IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
0 It was not taught at the institution where my undergraduate degree was obtained.
The equipment is not available to me.
I do not see an advantage. to using media.
Use of Eight Millimeter Cartridge Silent Motion Picture Films for Small Group or for Individual Instruction and for Inexpensive Local Production
In my teaching situation, eight millimeter cartridge silent motion picture films are often used for. small group or individual instruction, when inexpensive local production is desirable, or when sound is not essential to the learning process.
In my teaching situation, eight millimeter cartridge silent motion picture films are occasionally used for small group or individual instruction, when inexpensive local production is desirable, or when sound is not essential to the learning process.
In my teaching situation, eight millimeter cartridge silent motion picture films are rarely used for small group or individual instruction, when inexpensive local production is desirable, or when sound is not essential to the learning process.
In my teaching situation, eight millimeter cartridge silent motion picture films are never used for small group or individual instruction, when inexpensive local production is desirable, or when sound is not essential to the learning process.
NOTE: IF YOU MARKED A NUMBER 7 THROUGH 12, GO ON TO THE NEXT SECTION. IF YOU MARKED A NUMBER 1 THROUGH 6, THEN MARK ONE OF THE LETTERS BELOW A, B, OR C, THAT MOST NEARLY REPRESENTS YOUR SITUATION.
ill It was not taught at the institution where my undergraduate degree was obtained.
~ The equipment is not available to me.
W I do not see an advantage to using media.
APPENDIX B
COMPOSITE OF EDUCATIONAL MEDIA
UTILIZATION PRACTICES
115
TABLE XLVII
COMPOSITE OF EDUCATIONAL :MEDIA UTILIZATION PRACTICES
Media Utilization Element
General Element A: The Role of Educational Media in Instruction
General Element B: Provisions for Inservice Education in the Use of Educational Media
Element I-A: Dissemination of Information by Educational Television
Element I-B: Pictorial Current Events Depicted by Educational Television
Element I-C: Use of Educational Television to Reach Widely Dispersed Audiences
Element I-D: Self-Evaluation Through the Use of the Television Video Tape Recorder
Element II-A: Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
Element II-B: Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information
1 - 3 4 - 6
0% 0%
35% 27%
42% 15%'
50% 15%
31% 23%
50% 12%
31% 15%
35% 11%
116
7 - 9 10 - 12
69% 31%
35% 3%
35% 8%
35% 0%
46% 0%
31% 7%
23% 31%
27% 27%
117
TABLE XLVII (Continued)
Media Utilization Element 1 - 3 4 - 6 7 - 9 10 - 12
Element III-A: Use of Recordings to Enliven, Enhance, and Vivify Impres-sions of Materials 8% 8% 42io 42%
Element III-B: Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance 15% 8% 46% 31%
Element III-C: Use of Tape Recordings for Self-Evaluation and Improve-ment, and the Reporting of Prerecorded Information 35% 0% 38% 27%
Element IV-A: Use of Opaque Materials for Non-Transparent Materials to be Used for Group Observa-tion and Economy of Time 46% 15% 27% 12%
Element IV-B: Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects 50% 15% 23% 12%
Element V-A: Use of Overhead Transparen-cies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projec-tion Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class 31% 15% 35% 19%
Element VI-A: Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Docu-ment Field Trips and Labor-atory Experiments 58% 19% 15% 8/o
118
TABLE XLVII (Continued)
Media Utilization Element 1 - 3 4 - 6 7 - 9 10 - 12
Element VII-A: Use of Filmstrips for Photo-graphs of a Sequential Nature and for Discussion of Indi-vidual Frames 12% 19% 31% 38%
Element VIII-A: Use of Motion Picture Films to Enhance Lectures, to Pro-vide Motivation and for Effective Presentation of Material 19% 11% 35% 35%
Element VIII-B: Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization 27% 15% 23% 35%
Element VIII-C: Use of Eight Millimeter Car-tridge Silent Motion Picture Films for Small Group or for Individual Instruction and for Inexpensive Local Produc-ti on 62% 12% 23% 3%
APPENDIX C
COMPOSITE FOR MEANS, MEDIANS, AND MODES FOR
EDUCATIONAL MEDIA UTILIZATION PRACTICES
119
TABLE XLVIII
COMPOSITE FOR MEANS, MEDIANS, AND MODES
Media Utilization Element
Genera 1 Element A: The Role of Educational Media in Instruction
General Element B: Provisions for Inservice Education in the Use of Educational Media
Element I-A: Dissemination of Information by Educational Television
Element I-B: Pictorial Current Events Depicted by Educational Television
Element I-C: Use of Educational Television to Reach Widely Dispersed Audiences
Element I~D: Self-Evaluation Through the Use of the Television Video Tape Recorder
Element II-A: Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
Element II-B: Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information
Mean
8.7
4.7
5.1
4.3
5.0
4.5
6.6
6.4
120
Median Mode
8 8
5 7
5 2
3.5 2
5.5 7
3.5 2
7 2
7 2
TABLE XLVIII (Continued)
Media Utilization Element
Element III-A: Use of Recordings to Enliven, Enhance, and Vivify Impressions of Materials
Element III-B: Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance
Element III-C: Use of Tape Recordings for Self-Evaluation and Improvement and the Reporting of Prerecorded Information
Element IV-A: Use of Opaque Materials for Non-Transparent Materials to be Used for Group Observation and Economy of Time
Element IV-B: Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects
Element v~A: Use of Overhead Transparencies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projection Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class
Element VI-A: Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Document Field Trips and Laboratory Experiments
Mean
8.5
7.8
6.6
4.8
4.9
6.0
3.8
121
Median Mode
8 7
8 8
8 2' 8
4 2
3.5 2
7 2' 8
2 2
TABLE XLVIII (Continued)
Media Utilization Element
Element VII-A: Use of Filmstrips for Photographs of a Sequential Nature and for Discussion of Individua 1 Frames
Element VIII-A: Use of Motion Picture Films to Enhance Lectures, to Provide Motivation and for Effective Presentation of Material
Element VIII-B: Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Sunnnarization
Element VIII-C: Use of Eight Millimeter Cartridge Siient Motion Picture Films for Small Group or for Individual Instruction and for Local Inexpensive Production
. Mean
7.7
7.3
6.7
3.7
122
Media.n Mode
8 8' 11
8 8
7.5 2' 11
2 2
APPENDIX D
COMPOSITE FOR CLARIFICATION RESPONSES
OF EDUCATIONAL MEDIA UTILIZATION
PRACTICES
123
TABLE XLIX
COMPOSITE FOR CLARIFICATION RESPONSES OF EDUCATIONAL MEDIA UTILIZATION
PRACTICES
Media Utilization Element
General Element A: The Role of Educational Media in Instruction
General Element B: Provisions for Inservice Education in the Use of Educational Media
Element I-A: Dissemination of Information by Educational Television
Element I-B: Pictorial Current Events Depicted by Educational Television
Element I-C: Use of Educational Television to Reach Widely Dispersed Audiences
Element I-D: Self-Evaluation Through the Use of the Television Video Tape Recorder
Element II-A: Use of Teaching Machines and/or Programmed Learning Materials in the Immediate Reinforcement of Subject Matter
Element II-B: Use of Teaching Machines and/or Programmed Learning Materials in Learning Routine Skills and Factual Information
A
0%
9%
15%
13%
22%
36%
18%
9%
124
B c
0% 0%
91/o 0%
39% 46%
40% 47%
67% 11%
50% 14%
82% 0%
73% 18%
TABLE XLIX (Continued)
Media Utilization Element
Element III-A: Use of Recordings to Enliven, Enhance, and Vivify Impressions of Materials
Element III-B: Use of Recordings to Provide Realistic Musical and Unique Narrative Experiences, to Capture Original Sounds, and to Overcome Barriers of Time and Distance
Element III-C: Use of Tape Recordings for Self-Evaluation and Improvement and the Reporting of Prerecorded Information
Element IV-A: Use of Opaque Materials for Non-Transparent Materials to be Used for Group Observation and Economy of Time
Element IV-B: Use of Opaque Materials to Enlarge Small Size Still Pictures and to Project Three Dimensional Objects
Element V-A: Use of Overhead Transparencies to Show Development of Wholes from Parts or the Cumulative Growth of a Whole, to Write on Projection Material at the Time of Projection, or to Present Illustrations While the Teacher is Facing the Class
Element VI-A: Use of Slides for Reduction in Size for Easy Storage and Retrieval and to Document Field Trips and Laboratory Experiments
A
0%
17%
0%
14%
17%
0%
0%
125
B c
50% 50%
17% 66%
33% 67%
65% 21%
63% 20%
50% 50%
50% 50%
TABLE XLIX (Continued)
Media Utilization Element
Element VII-A: Use of Filmstrips for Photographs of a Sequential Nature and for Discussion of Individual Frames
Element VIII-A: Use of Motion Picture Films to Enhance Lectures, to Provide Motivation and for Effective Presentation of Material
Element VIII-B: Use of Motion Picture Films for Verbalization and Motion, for Modification of Time, and for Review and Summarization
Element VIII-C: Use of Eight Millimeter Cartridge Silent Motion Picture Films for Small Group or for Individual Instruction and for Inexpensive Local Production
A
14%
0%
0%
0%
126
B c
43% 43%
50% 50%
80% 20%
83% 17%
~ VITA
Henry Eugene Payne
Candidate for the Degree of
Master of Science
Thesis: MEDIA UTILIZATION AS PERCEIVED BY CLASSROOM TEACHERS
Major Field: Secondary Education
Biographical:
Personal Data: Born in Tulsa, Oklahoma, March 11, 1951, the son of Mr. and Mrs. C. D. Payne.
Education: Graduated Nathan Hale High School, Tulsa, Oklahoma, in May, 1969; attended Northeastern State College, Tahlequah, Oklahoma, during the 1969-70 academic year; received Bachelor of Science degree in Speech-Theatre from Oklahoma State University in 1973; completed the requirements for the Master of Science degree at Oklahoma State University in July, 1975.
Professional: Graduate teaching assistant at Oklahoma State University during the 1974-75 academic year; member of AECT and OAAMT.